LEADER 03448nam 22006855 450 001 9910964739203321 005 20220117214411.0 010 $a9789460919978 010 $a9460919979 024 7 $a10.1007/978-94-6091-997-8 035 $a(CKB)2670000000281369 035 $a(EBL)3034742 035 $a(SSID)ssj0000878523 035 $a(PQKBManifestationID)11442503 035 $a(PQKBTitleCode)TC0000878523 035 $a(PQKBWorkID)10837210 035 $a(PQKB)11121685 035 $a(DE-He213)978-94-6091-997-8 035 $a(MiAaPQ)EBC3034742 035 $a(OCoLC)825767717 035 $a(nllekb)BRILL9789460919978 035 $a(MiAaPQ)EBC1083741 035 $a(Au-PeEL)EBL3034742 035 $a(CaPaEBR)ebr10614828 035 $a(Au-PeEL)EBL1083741 035 $a(PPN)168343274 035 $a(EXLCZ)992670000000281369 100 $a20121026d2012 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aBe(com)ing Human $eSemiosis and the Myth of Reason /$fby Andrew Stables 205 $a1st ed. 2012. 210 1$aRotterdam :$cSensePublishers :$cImprint: SensePublishers,$d2012. 215 $a1 online resource (151 p.) 225 1 $aEducational Futures, Rethinking Theory and Practice ,$x2214-9872 ;$v56 300 $aDescription based upon print version of record. 311 08$a9789460919961 311 08$a9460919960 311 08$a9789460919954 311 08$a9460919952 320 $aIncludes bibliographical references. 327 $aPreliminary Material -- Theoretical Foundations: Semiotics, Process and the Language Game -- Moving in Time: Consciousness and Reason -- Thens Within Now -- Be(com)ing Responsible: Humans, Others and Ethics -- Promoting Human Progress -- Notes -- References. 330 $aEducational theory is necessarily concerned with what it means to become human, ?becoming? implying a process of growth and change. In general, philosophy of education has tended to view childhood (defined as the period during which one is being educated) as preparation for a settled period as adult citizen, during which one?s human nature is given its full expression. Traditionally, then, first we become human, then we are (fully) human. However, when we speak of ourselves as human, we do so in these two senses: as a present species marker, and as a regulative ideal. Most literature focuses on the former sense; the present argument will focus on the latter. What, therefore, should be the grounds for a theory of the individual in society and the world that can best underpin approaches to social policy and education on the assumption that the human animal is always aspiring to fully human status that can never be attained? Central to the argument are the acknowledgment of the human as an open system and the concomitant acceptance of overlapping phenomenal worlds, whereby experience is shared but never exactly duplicated between sentient beings.ent beings. 410 0$aEducational Futures, Rethinking Theory and Practice ,$x2214-9872 ;$v56 606 $aEducation 606 $aEducation 615 0$aEducation. 615 14$aEducation. 676 $a370 700 $aStables$b Andrew$0856498 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910964739203321 996 $aBe(com)ing Human$94334691 997 $aUNINA