Pedagogy and edusemiotics :: theoretical challenges/practical opportunities /
This book represents an essential resource exploring semiotics for education: Edusemiotics. It opens new pathways of engaging with signs inside/outside schools and across theory, practice, poetry, art, technology and politics. Peter Pericles Trifonas, Ontario Institute for Studies in Education/Unive...
Gespeichert in:
| Weitere Verfasser: | , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Rotterdam :
SensePublishers,
2014.
|
| Schriftenreihe: | Educational futures ;
volume 64. |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | This book represents an essential resource exploring semiotics for education: Edusemiotics. It opens new pathways of engaging with signs inside/outside schools and across theory, practice, poetry, art, technology and politics. Peter Pericles Trifonas, Ontario Institute for Studies in Education/University of Toronto. Author of Reading Culture and Deconstructing the Machine (with Jacques Derrida) This trenchant collection of essays successfully integrates the scientific rigors of semiotics with a sophisticated application of creative arts in the context of both formal and informal pedagogy. The groundbreaking research in this volume represents a long- overdue inquiry into multiple relations and cross-currents in education worldwide and as informed by such luminaries as Peirce, Bahktin, Greimas, Kristeva, Havel, and other thinkers. A must to read! Thomas E. Peterson, University of Georgia (USA). Author of The Revolt of the Scribe in Modern Italian Literature and numerous essays in Educational Philosophy and Theory The book comprises a series of ingenious semiotic approaches to educational theory, practice and research. It represents a synthesis of analytic reason with poetics and images to enrich the meaning of education. John Deely, Professor of Philosophy, University of St. Thomas (Houston, USA). Author of Four Ages of Understanding: The First Postmodern Survey of Philosophy from Ancient Times to the Turn of the Twenty-First Century. |
| Beschreibung: | 1 online resource (viii, 196 pages). |
| ISBN: | 9789462098572 9462098573 |
| ISSN: | 2214-9864 ; |
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| 490 | 1 | |a Educational Futures, |x 2214-9864 ; |v volume 64 | |
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| 520 | |a This book represents an essential resource exploring semiotics for education: Edusemiotics. It opens new pathways of engaging with signs inside/outside schools and across theory, practice, poetry, art, technology and politics. Peter Pericles Trifonas, Ontario Institute for Studies in Education/University of Toronto. Author of Reading Culture and Deconstructing the Machine (with Jacques Derrida) This trenchant collection of essays successfully integrates the scientific rigors of semiotics with a sophisticated application of creative arts in the context of both formal and informal pedagogy. The groundbreaking research in this volume represents a long- overdue inquiry into multiple relations and cross-currents in education worldwide and as informed by such luminaries as Peirce, Bahktin, Greimas, Kristeva, Havel, and other thinkers. A must to read! Thomas E. Peterson, University of Georgia (USA). Author of The Revolt of the Scribe in Modern Italian Literature and numerous essays in Educational Philosophy and Theory The book comprises a series of ingenious semiotic approaches to educational theory, practice and research. It represents a synthesis of analytic reason with poetics and images to enrich the meaning of education. John Deely, Professor of Philosophy, University of St. Thomas (Houston, USA). Author of Four Ages of Understanding: The First Postmodern Survey of Philosophy from Ancient Times to the Turn of the Twenty-First Century. | ||
| 505 | 0 | |a TABLE OF CONTENTS -- ACKNOWLEDGEMENTS -- PREAMBLE -- 1. TWO POEMS -- DIFFICULT -- HOW TO READ A POEM -- 2. SIGNS AS EDUCATORS: PEIRCEAN INSIGHTS -- LEARNING FROM SIGNS: SEMIOTIC PREMISES -- SIGNS AS LIVING SEMIOTIC AGENTS -- Signs, Life, and Learning as Phenomena of Thirdness -- Purposiveness and Intentionality -- Self-replication and Autopoiesis -- Self-control and Self-correction -- The Agency of Signs in Thought -- THE SELF-LEARNING SIGN AND THE GROWTH OF SYMBOLS -- SURPRISING EXPERIENCE: THE AGENCY OF SECONDNESS IN THIRDNESS | |
| 505 | 8 | |a ""HOW SIGNS TEACH NEW INFORMATION""""LEARNING FROM ICONS, INDICES, AND SYMBOLS""; ""REFERENCES""; ""3. POETRY MEETS PEDAGOGY: Conversations in/about Classrooms""; ""INTRODUCTION""; ""BOURDIEU�S LEGACY""; ""OUR CONVERSATION""; ""Showing or Telling""; ""Jen Because?""; ""Class in the Classroom""; ""Jen So it�s genuinely child-centred learning.""; ""The Texture of Reality""; ""CONCLUSION""; ""REFERENCES""; ""4. SCHOOLS AND SCHOOLING AS SEMIOTIC ENGAGEMENT: A Focus on Design""; ""INTRODUCTION""; ""THEORETICAL AND ANALYTICAL FRAMEWORK""; ""THE SCHOOLS""; ""Data: School A""; ""Data: School B"" | |
| 505 | 8 | |a Data: School CData: School D -- CONCLUSIONS AND DISCUSSION -- REFERENCES -- 5. INTERPRETING METAPHORIC ACTS: A Dialogic Encounter with the Very Young -- INTRODUCTION -- METAPHORIC LIMITATIONS FOR YOUNG CHILDREN -- TOWARDS DIALOGIC APPROACHES -- A DIALOGIC STUDY OF METAPHORICITY -- CONCLUSION -- NOTES -- REFERENCES -- 6. ON THE IMPLEMENTATION OF TECHNOLOGY IN EDUCATION -- CASE STUDY -- Socialization -- Identity -- Power -- CONCLUSIONS -- REFERENCES -- 7. TWO POEMS -- HOW THE EYES -- BRIGHT SPARK | |
| 505 | 8 | |a ""8. EDUCATION, VALUES AND AUTHORITY: A Semiotic View""""INTRODUCTION""; ""THE FRAMEWORK: MEANING AND ACTION""; ""GOAL OF ACTION AND LEARNING""; ""EDUCATION AS BECOMING A HUMAN""; ""HUMANISATION AND USE OF CONCEPTS""; ""WHAT ARE VALUES AND WHERE DO THEY COME FROM?""; ""AUTHORITY AND PEDAGOGY""; ""PARADOX OF PEDAGOGY""; ""CONCLUSIONS""; ""NOTES""; ""REFERENCES""; ""9. THE PEDAGOGY AND POLITICS OF GOVERNING CHILDHOODS THROUGH IMAGES""; ""INTRODUCTION""; ""THE GREENGROCERâ€?S STORY""; ""VOICES OF CHILDHOODS IN POLITICAL TRIALS""; ""CHILDRENâ€?S MAGAZINES AND THE CONCEPT OF â€WORKâ€?"" | |
| 505 | 8 | |a ""HAPPINESS IN CHILDHOODS""""CONCLUDING COMMENTS""; ""REFERENCES""; ""10. LEARNING EXISTENTIAL LESSONS: The Edusemiotics of Images""; ""NOTE""; ""REFERENCES""; ""11 . â€?SKIRTS: THINKING THOUGHTS AND UNTHOUGHTS""; ""NOTES""; ""REFERENCES""; ""12. TWO POEMS""; ""PORTRAIT""; ""MORNING""; ""13. EDUSEMIOTICS OF EDUCATIONAL GESTURES""; ""INTRODUCTION""; ""HABITS AND THE MYSTERY OF TEACHERSâ€? COMPETENCE""; ""Habitual Versus Best Practices and the â€Good Teacherâ€?""; ""Habits and Habitual Practices""; ""Habitual Practices, Reflex and Reflexivity""; ""Another Form of Cognition?"" | |
| 650 | 0 | |a Education |x Philosophy. |0 http://id.loc.gov/authorities/subjects/sh85041014 | |
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| 650 | 7 | |a EDUCATION |x Essays. |2 bisacsh | |
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| 650 | 7 | |a Education |x Philosophy |2 fast | |
| 650 | 7 | |a Semiotics |2 fast | |
| 700 | 1 | |a Semetsky, Inna, |e editor. | |
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| contents | TABLE OF CONTENTS -- ACKNOWLEDGEMENTS -- PREAMBLE -- 1. TWO POEMS -- DIFFICULT -- HOW TO READ A POEM -- 2. SIGNS AS EDUCATORS: PEIRCEAN INSIGHTS -- LEARNING FROM SIGNS: SEMIOTIC PREMISES -- SIGNS AS LIVING SEMIOTIC AGENTS -- Signs, Life, and Learning as Phenomena of Thirdness -- Purposiveness and Intentionality -- Self-replication and Autopoiesis -- Self-control and Self-correction -- The Agency of Signs in Thought -- THE SELF-LEARNING SIGN AND THE GROWTH OF SYMBOLS -- SURPRISING EXPERIENCE: THE AGENCY OF SECONDNESS IN THIRDNESS ""HOW SIGNS TEACH NEW INFORMATION""""LEARNING FROM ICONS, INDICES, AND SYMBOLS""; ""REFERENCES""; ""3. POETRY MEETS PEDAGOGY: Conversations in/about Classrooms""; ""INTRODUCTION""; ""BOURDIEUâ€?S LEGACY""; ""OUR CONVERSATION""; ""Showing or Telling""; ""Jen Because?""; ""Class in the Classroom""; ""Jen So itâ€?s genuinely child-centred learning.""; ""The Texture of Reality""; ""CONCLUSION""; ""REFERENCES""; ""4. SCHOOLS AND SCHOOLING AS SEMIOTIC ENGAGEMENT: A Focus on Design""; ""INTRODUCTION""; ""THEORETICAL AND ANALYTICAL FRAMEWORK""; ""THE SCHOOLS""; ""Data: School A""; ""Data: School B"" Data: School CData: School D -- CONCLUSIONS AND DISCUSSION -- REFERENCES -- 5. INTERPRETING METAPHORIC ACTS: A Dialogic Encounter with the Very Young -- INTRODUCTION -- METAPHORIC LIMITATIONS FOR YOUNG CHILDREN -- TOWARDS DIALOGIC APPROACHES -- A DIALOGIC STUDY OF METAPHORICITY -- CONCLUSION -- NOTES -- REFERENCES -- 6. ON THE IMPLEMENTATION OF TECHNOLOGY IN EDUCATION -- CASE STUDY -- Socialization -- Identity -- Power -- CONCLUSIONS -- REFERENCES -- 7. TWO POEMS -- HOW THE EYES -- BRIGHT SPARK ""8. EDUCATION, VALUES AND AUTHORITY: A Semiotic View""""INTRODUCTION""; ""THE FRAMEWORK: MEANING AND ACTION""; ""GOAL OF ACTION AND LEARNING""; ""EDUCATION AS BECOMING A HUMAN""; ""HUMANISATION AND USE OF CONCEPTS""; ""WHAT ARE VALUES AND WHERE DO THEY COME FROM?""; ""AUTHORITY AND PEDAGOGY""; ""PARADOX OF PEDAGOGY""; ""CONCLUSIONS""; ""NOTES""; ""REFERENCES""; ""9. THE PEDAGOGY AND POLITICS OF GOVERNING CHILDHOODS THROUGH IMAGES""; ""INTRODUCTION""; ""THE GREENGROCERâ€?S STORY""; ""VOICES OF CHILDHOODS IN POLITICAL TRIALS""; ""CHILDRENâ€?S MAGAZINES AND THE CONCEPT OF â€WORKâ€?"" ""HAPPINESS IN CHILDHOODS""""CONCLUDING COMMENTS""; ""REFERENCES""; ""10. LEARNING EXISTENTIAL LESSONS: The Edusemiotics of Images""; ""NOTE""; ""REFERENCES""; ""11 . â€?SKIRTS: THINKING THOUGHTS AND UNTHOUGHTS""; ""NOTES""; ""REFERENCES""; ""12. TWO POEMS""; ""PORTRAIT""; ""MORNING""; ""13. EDUSEMIOTICS OF EDUCATIONAL GESTURES""; ""INTRODUCTION""; ""HABITS AND THE MYSTERY OF TEACHERSâ€? COMPETENCE""; ""Habitual Versus Best Practices and the â€Good Teacherâ€?""; ""Habits and Habitual Practices""; ""Habitual Practices, Reflex and Reflexivity""; ""Another Form of Cognition?"" |
| ctrlnum | (OCoLC)902675681 |
| dewey-full | 370.1 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 370 - Education |
| dewey-raw | 370.1 |
| dewey-search | 370.1 |
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| discipline | Pädagogik |
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It opens new pathways of engaging with signs inside/outside schools and across theory, practice, poetry, art, technology and politics. Peter Pericles Trifonas, Ontario Institute for Studies in Education/University of Toronto. Author of Reading Culture and Deconstructing the Machine (with Jacques Derrida) This trenchant collection of essays successfully integrates the scientific rigors of semiotics with a sophisticated application of creative arts in the context of both formal and informal pedagogy. The groundbreaking research in this volume represents a long- overdue inquiry into multiple relations and cross-currents in education worldwide and as informed by such luminaries as Peirce, Bahktin, Greimas, Kristeva, Havel, and other thinkers. A must to read! Thomas E. Peterson, University of Georgia (USA). 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SIGNS AS EDUCATORS: PEIRCEAN INSIGHTS -- LEARNING FROM SIGNS: SEMIOTIC PREMISES -- SIGNS AS LIVING SEMIOTIC AGENTS -- Signs, Life, and Learning as Phenomena of Thirdness -- Purposiveness and Intentionality -- Self-replication and Autopoiesis -- Self-control and Self-correction -- The Agency of Signs in Thought -- THE SELF-LEARNING SIGN AND THE GROWTH OF SYMBOLS -- SURPRISING EXPERIENCE: THE AGENCY OF SECONDNESS IN THIRDNESS</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">""HOW SIGNS TEACH NEW INFORMATION""""LEARNING FROM ICONS, INDICES, AND SYMBOLS""; ""REFERENCES""; ""3. POETRY MEETS PEDAGOGY: Conversations in/about Classrooms""; ""INTRODUCTION""; ""BOURDIEUâ€?S LEGACY""; ""OUR CONVERSATION""; ""Showing or Telling""; ""Jen Because?""; ""Class in the Classroom""; ""Jen So itâ€?s genuinely child-centred learning.""; ""The Texture of Reality""; ""CONCLUSION""; ""REFERENCES""; ""4. 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| id | ZDB-4-EDU-ocn902675681 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-26T14:54:12Z |
| institution | BVB |
| isbn | 9789462098572 9462098573 |
| issn | 2214-9864 ; |
| language | English |
| oclc_num | 902675681 |
| open_access_boolean | |
| owner | MAIN DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource (viii, 196 pages). |
| psigel | ZDB-4-EDU |
| publishDate | 2014 |
| publishDateSearch | 2014 |
| publishDateSort | 2014 |
| publisher | SensePublishers, |
| record_format | marc |
| series | Educational futures ; |
| series2 | Educational Futures, |
| spelling | Pedagogy and edusemiotics : theoretical challenges/practical opportunities / edited by Inna Semetsky, Andrew Stables. Rotterdam : SensePublishers, 2014. 1 online resource (viii, 196 pages). text txt rdacontent computer c rdamedia online resource cr rdacarrier Educational Futures, 2214-9864 ; volume 64 Print version record. This book represents an essential resource exploring semiotics for education: Edusemiotics. It opens new pathways of engaging with signs inside/outside schools and across theory, practice, poetry, art, technology and politics. Peter Pericles Trifonas, Ontario Institute for Studies in Education/University of Toronto. Author of Reading Culture and Deconstructing the Machine (with Jacques Derrida) This trenchant collection of essays successfully integrates the scientific rigors of semiotics with a sophisticated application of creative arts in the context of both formal and informal pedagogy. The groundbreaking research in this volume represents a long- overdue inquiry into multiple relations and cross-currents in education worldwide and as informed by such luminaries as Peirce, Bahktin, Greimas, Kristeva, Havel, and other thinkers. A must to read! Thomas E. Peterson, University of Georgia (USA). Author of The Revolt of the Scribe in Modern Italian Literature and numerous essays in Educational Philosophy and Theory The book comprises a series of ingenious semiotic approaches to educational theory, practice and research. It represents a synthesis of analytic reason with poetics and images to enrich the meaning of education. John Deely, Professor of Philosophy, University of St. Thomas (Houston, USA). Author of Four Ages of Understanding: The First Postmodern Survey of Philosophy from Ancient Times to the Turn of the Twenty-First Century. TABLE OF CONTENTS -- ACKNOWLEDGEMENTS -- PREAMBLE -- 1. TWO POEMS -- DIFFICULT -- HOW TO READ A POEM -- 2. SIGNS AS EDUCATORS: PEIRCEAN INSIGHTS -- LEARNING FROM SIGNS: SEMIOTIC PREMISES -- SIGNS AS LIVING SEMIOTIC AGENTS -- Signs, Life, and Learning as Phenomena of Thirdness -- Purposiveness and Intentionality -- Self-replication and Autopoiesis -- Self-control and Self-correction -- The Agency of Signs in Thought -- THE SELF-LEARNING SIGN AND THE GROWTH OF SYMBOLS -- SURPRISING EXPERIENCE: THE AGENCY OF SECONDNESS IN THIRDNESS ""HOW SIGNS TEACH NEW INFORMATION""""LEARNING FROM ICONS, INDICES, AND SYMBOLS""; ""REFERENCES""; ""3. POETRY MEETS PEDAGOGY: Conversations in/about Classrooms""; ""INTRODUCTION""; ""BOURDIEUâ€?S LEGACY""; ""OUR CONVERSATION""; ""Showing or Telling""; ""Jen Because?""; ""Class in the Classroom""; ""Jen So itâ€?s genuinely child-centred learning.""; ""The Texture of Reality""; ""CONCLUSION""; ""REFERENCES""; ""4. SCHOOLS AND SCHOOLING AS SEMIOTIC ENGAGEMENT: A Focus on Design""; ""INTRODUCTION""; ""THEORETICAL AND ANALYTICAL FRAMEWORK""; ""THE SCHOOLS""; ""Data: School A""; ""Data: School B"" Data: School CData: School D -- CONCLUSIONS AND DISCUSSION -- REFERENCES -- 5. INTERPRETING METAPHORIC ACTS: A Dialogic Encounter with the Very Young -- INTRODUCTION -- METAPHORIC LIMITATIONS FOR YOUNG CHILDREN -- TOWARDS DIALOGIC APPROACHES -- A DIALOGIC STUDY OF METAPHORICITY -- CONCLUSION -- NOTES -- REFERENCES -- 6. ON THE IMPLEMENTATION OF TECHNOLOGY IN EDUCATION -- CASE STUDY -- Socialization -- Identity -- Power -- CONCLUSIONS -- REFERENCES -- 7. TWO POEMS -- HOW THE EYES -- BRIGHT SPARK ""8. EDUCATION, VALUES AND AUTHORITY: A Semiotic View""""INTRODUCTION""; ""THE FRAMEWORK: MEANING AND ACTION""; ""GOAL OF ACTION AND LEARNING""; ""EDUCATION AS BECOMING A HUMAN""; ""HUMANISATION AND USE OF CONCEPTS""; ""WHAT ARE VALUES AND WHERE DO THEY COME FROM?""; ""AUTHORITY AND PEDAGOGY""; ""PARADOX OF PEDAGOGY""; ""CONCLUSIONS""; ""NOTES""; ""REFERENCES""; ""9. THE PEDAGOGY AND POLITICS OF GOVERNING CHILDHOODS THROUGH IMAGES""; ""INTRODUCTION""; ""THE GREENGROCERâ€?S STORY""; ""VOICES OF CHILDHOODS IN POLITICAL TRIALS""; ""CHILDRENâ€?S MAGAZINES AND THE CONCEPT OF â€WORKâ€?"" ""HAPPINESS IN CHILDHOODS""""CONCLUDING COMMENTS""; ""REFERENCES""; ""10. LEARNING EXISTENTIAL LESSONS: The Edusemiotics of Images""; ""NOTE""; ""REFERENCES""; ""11 . â€?SKIRTS: THINKING THOUGHTS AND UNTHOUGHTS""; ""NOTES""; ""REFERENCES""; ""12. TWO POEMS""; ""PORTRAIT""; ""MORNING""; ""13. EDUSEMIOTICS OF EDUCATIONAL GESTURES""; ""INTRODUCTION""; ""HABITS AND THE MYSTERY OF TEACHERSâ€? COMPETENCE""; ""Habitual Versus Best Practices and the â€Good Teacherâ€?""; ""Habits and Habitual Practices""; ""Habitual Practices, Reflex and Reflexivity""; ""Another Form of Cognition?"" Education Philosophy. http://id.loc.gov/authorities/subjects/sh85041014 Semiotics. http://id.loc.gov/authorities/subjects/sh85119950 Éducation Philosophie. EDUCATION Essays. bisacsh EDUCATION Organizations & Institutions. bisacsh EDUCATION Reference. bisacsh Education Philosophy fast Semiotics fast Semetsky, Inna, editor. Stables, Andrew, 1956- editor. http://id.loc.gov/authorities/names/n94106142 has work: Pedagogy and edusemiotics (Text) https://id.oclc.org/worldcat/entity/E39PCGrRFFrfWF3tXGHBmKDCV3 https://id.oclc.org/worldcat/ontology/hasWork Print version: Pedagogy and edusemiotics 9789462098565 (OCoLC)894745392 Educational futures ; volume 64. http://id.loc.gov/authorities/names/no2006116379 FWS01 ZDB-4-EDU FWS_PDA_EDU https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=929435 Volltext |
| spellingShingle | Pedagogy and edusemiotics : theoretical challenges/practical opportunities / Educational futures ; TABLE OF CONTENTS -- ACKNOWLEDGEMENTS -- PREAMBLE -- 1. TWO POEMS -- DIFFICULT -- HOW TO READ A POEM -- 2. SIGNS AS EDUCATORS: PEIRCEAN INSIGHTS -- LEARNING FROM SIGNS: SEMIOTIC PREMISES -- SIGNS AS LIVING SEMIOTIC AGENTS -- Signs, Life, and Learning as Phenomena of Thirdness -- Purposiveness and Intentionality -- Self-replication and Autopoiesis -- Self-control and Self-correction -- The Agency of Signs in Thought -- THE SELF-LEARNING SIGN AND THE GROWTH OF SYMBOLS -- SURPRISING EXPERIENCE: THE AGENCY OF SECONDNESS IN THIRDNESS ""HOW SIGNS TEACH NEW INFORMATION""""LEARNING FROM ICONS, INDICES, AND SYMBOLS""; ""REFERENCES""; ""3. POETRY MEETS PEDAGOGY: Conversations in/about Classrooms""; ""INTRODUCTION""; ""BOURDIEUâ€?S LEGACY""; ""OUR CONVERSATION""; ""Showing or Telling""; ""Jen Because?""; ""Class in the Classroom""; ""Jen So itâ€?s genuinely child-centred learning.""; ""The Texture of Reality""; ""CONCLUSION""; ""REFERENCES""; ""4. SCHOOLS AND SCHOOLING AS SEMIOTIC ENGAGEMENT: A Focus on Design""; ""INTRODUCTION""; ""THEORETICAL AND ANALYTICAL FRAMEWORK""; ""THE SCHOOLS""; ""Data: School A""; ""Data: School B"" Data: School CData: School D -- CONCLUSIONS AND DISCUSSION -- REFERENCES -- 5. INTERPRETING METAPHORIC ACTS: A Dialogic Encounter with the Very Young -- INTRODUCTION -- METAPHORIC LIMITATIONS FOR YOUNG CHILDREN -- TOWARDS DIALOGIC APPROACHES -- A DIALOGIC STUDY OF METAPHORICITY -- CONCLUSION -- NOTES -- REFERENCES -- 6. ON THE IMPLEMENTATION OF TECHNOLOGY IN EDUCATION -- CASE STUDY -- Socialization -- Identity -- Power -- CONCLUSIONS -- REFERENCES -- 7. TWO POEMS -- HOW THE EYES -- BRIGHT SPARK ""8. EDUCATION, VALUES AND AUTHORITY: A Semiotic View""""INTRODUCTION""; ""THE FRAMEWORK: MEANING AND ACTION""; ""GOAL OF ACTION AND LEARNING""; ""EDUCATION AS BECOMING A HUMAN""; ""HUMANISATION AND USE OF CONCEPTS""; ""WHAT ARE VALUES AND WHERE DO THEY COME FROM?""; ""AUTHORITY AND PEDAGOGY""; ""PARADOX OF PEDAGOGY""; ""CONCLUSIONS""; ""NOTES""; ""REFERENCES""; ""9. THE PEDAGOGY AND POLITICS OF GOVERNING CHILDHOODS THROUGH IMAGES""; ""INTRODUCTION""; ""THE GREENGROCERâ€?S STORY""; ""VOICES OF CHILDHOODS IN POLITICAL TRIALS""; ""CHILDRENâ€?S MAGAZINES AND THE CONCEPT OF â€WORKâ€?"" ""HAPPINESS IN CHILDHOODS""""CONCLUDING COMMENTS""; ""REFERENCES""; ""10. LEARNING EXISTENTIAL LESSONS: The Edusemiotics of Images""; ""NOTE""; ""REFERENCES""; ""11 . â€?SKIRTS: THINKING THOUGHTS AND UNTHOUGHTS""; ""NOTES""; ""REFERENCES""; ""12. TWO POEMS""; ""PORTRAIT""; ""MORNING""; ""13. EDUSEMIOTICS OF EDUCATIONAL GESTURES""; ""INTRODUCTION""; ""HABITS AND THE MYSTERY OF TEACHERSâ€? COMPETENCE""; ""Habitual Versus Best Practices and the â€Good Teacherâ€?""; ""Habits and Habitual Practices""; ""Habitual Practices, Reflex and Reflexivity""; ""Another Form of Cognition?"" Education Philosophy. http://id.loc.gov/authorities/subjects/sh85041014 Semiotics. http://id.loc.gov/authorities/subjects/sh85119950 Éducation Philosophie. EDUCATION Essays. bisacsh EDUCATION Organizations & Institutions. bisacsh EDUCATION Reference. bisacsh Education Philosophy fast Semiotics fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85041014 http://id.loc.gov/authorities/subjects/sh85119950 |
| title | Pedagogy and edusemiotics : theoretical challenges/practical opportunities / |
| title_auth | Pedagogy and edusemiotics : theoretical challenges/practical opportunities / |
| title_exact_search | Pedagogy and edusemiotics : theoretical challenges/practical opportunities / |
| title_full | Pedagogy and edusemiotics : theoretical challenges/practical opportunities / edited by Inna Semetsky, Andrew Stables. |
| title_fullStr | Pedagogy and edusemiotics : theoretical challenges/practical opportunities / edited by Inna Semetsky, Andrew Stables. |
| title_full_unstemmed | Pedagogy and edusemiotics : theoretical challenges/practical opportunities / edited by Inna Semetsky, Andrew Stables. |
| title_short | Pedagogy and edusemiotics : |
| title_sort | pedagogy and edusemiotics theoretical challenges practical opportunities |
| title_sub | theoretical challenges/practical opportunities / |
| topic | Education Philosophy. http://id.loc.gov/authorities/subjects/sh85041014 Semiotics. http://id.loc.gov/authorities/subjects/sh85119950 Éducation Philosophie. EDUCATION Essays. bisacsh EDUCATION Organizations & Institutions. bisacsh EDUCATION Reference. bisacsh Education Philosophy fast Semiotics fast |
| topic_facet | Education Philosophy. Semiotics. Éducation Philosophie. EDUCATION Essays. EDUCATION Organizations & Institutions. EDUCATION Reference. Education Philosophy Semiotics |
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| work_keys_str_mv | AT semetskyinna pedagogyandedusemioticstheoreticalchallengespracticalopportunities AT stablesandrew pedagogyandedusemioticstheoreticalchallengespracticalopportunities |