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101 0 $aeng
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200 10$aEdusemiotics ? A Handbook /$fedited by Inna Semetsky
205   $a1st ed. 2017.
210  1$aSingapore :$cSpringer Singapore :$cImprint: Springer,$d2017.
215   $a1 online resource (XVI, 312 p. 15 illus.) 
311   $a981-10-1493-0 
320   $aIncludes bibliographical references and index.
327   $a1 Introduction: A primer on edusemiotics -- 2 Academic culture and the science of signs -- 3 'Diagrammatic Teaching': The role of iconic signs in meaningful pedagogy -- 4 Semiotics in Mathematics Education: Topological foundations and diagrammatic methods -- 5 Metaphors, Models, and Diagrams in Educational Theories and Practices -- 6 Education and Reasoning: Advancing a Peircean edusemiotic -- 7 No surprise in the 'Surprise Effect' of Values Pedagogy: An edusemiotic analysis -- 8 Semiotics and meaning in the aims of education in Greece -- 9 Edusemiotics, Existential Semiotics and Existential Pedagogy -- 10 The Embodied mind: Education as the transformation of habits -- 11 Academic Pathologies and Anxieties of Knowing -- 12 Interpreting ourselves -- 13 The Role of the Reader: Remembering the possible worlds of Umberto Eco -- 14 Reading History: Education, semiotics and edusemiotics -- 15 Heteroglossia as a dialogic route to metaphoricity in education -- 16 Knowledge as a sign: An edusemiotic theory of learning heritage language.
330   $aEdusemiotics is a pioneering area of study that connects semiotics ? the science of signs ? with educational theory and the philosophy of education. This volume reflects cutting-edge research by scholars in education and in semiotics worldwide, bridging the two discourses to present the state of the art in this new transdisciplinary field. The book?s emphasis is on educational theory as based on semiotic philosophy: as such, it challenges the current conception of semiotics in education as merely a sub-branch of applied semiotics. It presents edusemiotics as a novel unified conceptual framework at the interface of theoretical semiotics and educational philosophy, based on both theoretical and empirical studies from around the world. The chapters in this handbook also bring to the fore the intellectual legacy of Charles S. Peirce, John Dewey, Gilles Deleuze, Umberto Eco, Julia Kristeva, Mikhail Bakhtin, Paul Ricoeur, Martin Heidegger and other thinkers, pointing out the implications of edusemiotics for meaningful pedagogy and experiential learning in diverse contexts.
606   $aEducation?Philosophy
606   $aPhilosophy and social sciences
606   $aEducational psychology
606   $aEducation?Psychology
606   $aEducational Philosophy$3https://scigraph.springernature.com/ontologies/product-market-codes/O38000
606   $aPhilosophy of Education$3https://scigraph.springernature.com/ontologies/product-market-codes/E25000
606   $aEducational Psychology$3https://scigraph.springernature.com/ontologies/product-market-codes/O39000
615  0$aEducation?Philosophy.
615  0$aPhilosophy and social sciences.
615  0$aEducational psychology.
615  0$aEducation?Psychology.
615 14$aEducational Philosophy.
615 24$aPhilosophy of Education.
615 24$aEducational Psychology.
676   $a370.1
702   $aSemetsky$b Inna$4edt$4http://id.loc.gov/vocabulary/relators/edt
906   $aBOOK
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996   $aEdusemiotics ? A Handbook$92526339
997   $aUNINA