Inna Semetsky
Dados Biográficos
| ID | 761939 |
|---|---|
| NOME | Inna Semetsky |
| PRENOMES | Inna |
| SOBRENOME | Semetsky |
| ASSINATURA | SEMETSKY I |
| AFILIAÇÕES | University of Newcastle Australia |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 57 |
| TOTAL DE CITAÇÕES | 180 |
| TOTAL COMO AUTOR | 57 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2000 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2019 |
| ÍNDICE H | 8 |
Visual Semiotics and Real Events
This article adopts a semiotic (and edusemiotic) perspective that abolishes all binary divisions in favour of the process of semiosis that ensures a continuous translation of signs into other signs via the dynamic relations formed by the human mind, cultural artefacts, and events in real life. The mind, in edusemiotics, partakes of unconscious ideas in the form of mental images. As for culture, the field of communication phenomena calls for, acco…
Time and the rhythms of emancipatory education
Michel Alhadeff-Jones is a philosopher of education and a psychosociologist whose professional occupation spreads across Europe and USA. He is also the founder of Sunkhronos Institute in Geneva, Sw
Obituary
Values, edusemiotics, and intercultural dialogue
Even after the “perestroika” and “glasnostj” in Russia, and increased communication in the interconnected world, the state of contemporary education there remains relatively unknown to Western scholars. This paper aims to ameliorate this problem by examining some of the signs comprising the system of education in Russia against the problematic of the historically American pursuit of happiness. While formal education in the West explicitly focuses…
Semiotics, edusemiotics and the culture of education
Semiotics is the study of signs addressing their action, usage, communication and signification (meaning). Edusemiotics—educational semiotics—is a recently developed direction in educational theory that takes semiotics as its foundational philosophy and explores the philosophical specifics of semiotics in educational contexts. As a novel theoretical field of inquiry, it is complemented by research known under the banner ‘semiotics in education’, …
Monstrous hermeneutics
This paper addresses a theory/practice nexus represented by a semiotic system of Tarot pictures as iconic signs. Tarot will be analyzed from the perspective of Charles S. Peirce's and Gilles Deleuze's philosophies. Tarot functions as a diagram or the included third between "self" and "other," which are traditionally taken as binary opposites. It thus partakes of the "monster" as a grotesque and ambiguous category that betrays a strict boundary be…
Edusemiotics
The paper presents a new field of inquiry, edusemiotics, at the intersection of theoretical semiotics and philosophy of education. A brief introduction to the distinguishing features of edusemiotics is offered as including process ontology, the logic of the included middle, the relational self, the "untimely" and posthuman dimensions of experience, the embodied mind, and others. Edusemiotics comes out as partaking of the Chinese Tao in terms of b…
Reading Deleuze through the lens of Hermeticism
The edusemiotics of Tarot
The term edusemiotics indicates a novel interdisciplinary field of inquiry at the intersection of educational philosophy, learning theory, and a science of signs. The article explores the semiotics of Tarot images as a mode of informal learning from experiences that are symbolically represented in the language of images as a feminine mode of expression. As embedded in the dynamics of semiosis, the process of reading and interpreting Tarot signs e…
Reading Kristeva through the Lens of Edusemiotics
There are two focal points to this article. One is to address Julia Kristeva’s theoretical corpus in the context of philosophy of education. Kristeva’s notion of subject in process problematises education with its habitual emphasis on ‘product’. Another is to consider her impact from the perspective of edusemiotics. Edusemiotics is a new direction in educational philosophy and theory, and Kristeva represents one contemporary French intellectual w…
The visual semiotics of Tarot images
Taking the Edusemiotic Turn
Educational philosophy in English-speaking countries tends to be informed mainly by analytic philosophy common to Western thinking. A welcome alternative is provided by pragmatism in the tradition of Peirce, James and Dewey. Still, the habit of the so-called linguistic turn has a firm grip in terms of analytic philosophy based on the logic of non-contradiction as the excluded middle. A body∼mind approach pertains to the edusemiotic turn that this…
Response to Bogue
From West to East and Back Again
By Peter Roberts (Rotterdam: Sense Publishers, 2012), 108 pp. $99.00/€90.00 cloth; $49.00/€45.00 paper. The distinguishing feature of Peter Roberts’ recent book is its emphasis on the themes of edu
From West to East and back again
Educational futures: rethinking theory and practice volume 51, by Peter Roberts, Rotterdam, Sense Publishers, 2012, 108 pp., US$99/€90 (hardback), ISBN 978-94-6091-804-9, US$49/€45 (paperback), ISB
Educating for Meaningful Lives through Existential Spirituality – By S. Webster
(2012). Educating for Meaningful Lives through Existential Spirituality – By S. Webster. Educational Philosophy and Theory: Vol. 44, No. 6, pp. 675-678
History Becomes Form
"History Becomes Form: Moscow Conceptualism. By Boris Groys." The European Legacy, 17(3), pp. 430–431
Living, learning, loving
The paper positions education and learning in the context of Gilles Deleuze's ethico-political philosophy oriented to becoming-other amidst experiences and events. Deleuze's unorthodox affective epistemology is inseparable from ethics in terms of real-life consequences at the level of practice. The paper presents the critical and clinical analysis of experiential events as texts comprising a mode of the informal pedagogy in terms of creating new …
Tarot images and spiritual education
The paper presents education as a process of human development toward becoming our authentic Selves and posits the Tarot hermeneutic as one of the means of holistic, spiritual education. As a system of images and symbols, Tarot encompasses the three I’s represented by intuition, insight and imagination in contrast to the three R’s of traditional formal schooling. If teachers want to foster intuitive abilities in their students, they need to first…
Unlimited Imaginations
Semiotics Education Experience
Moral Stumbling
When Cathy was a little girl
This paper is a sequel to an earlier article that presented an argument for Tarot symbolic system functioning as a techne that can serve as a valuable educational aid. The present paper shifts the focus from techne to praxis as a practical art of interpreting images and creating imaginative narratives in the context of counselling and therapy. This praxis can heal human psyche and lift human spirit. The paper presents a documented empirical case …
Interpreting the signs of the times
This article introduces the semiotics of Tarot images in the context of human experiences and in the framework of Jung's analytical psychology. It presents Tarot pictures as symbolic representations of the archetypes embedded in the collective psyche. The images can function as symbolic triggers especially significant at the time of socio-cultural transitions, therefore making it imperative to read, interpret, and understand the meanings of those…
The Folds of Experience, or
This paper situates moral education in the context of Gilles Deleuze's philosophy and as embedded in lived experience qualified by three dimensions, namely critical, clinical, and creative (‘3C’). The construct of ‘3C’ education will be enriched by reference to the theoretical corpus of Nel Noddings, specifically her 2006 book Critical Lessons: What our schools should teach. The paper argues that only as embodying all three ‘C's in experience can…
Deleuze, Education and Becoming
This wonderful, highly readable book breaks new ground in revealing commonalities between Deleuze's nomadic method of inquiry and the pragmatic method of John Dewey. It should be of great interest to both philosophers and educators. NEL NODDINGS,Stanford University, author of Happiness And Education. ...few have placed the thinking of Dewey into effective dialogue with other forms of philosophy. This is particularly the case regarding contemporar…
On the Creative Logic of Education, or
This paper rereads John Dewey's works in the light of complexity theory and self‐organising systems. Dewey's pragmatic inquiry is posited as inspirational for developing a logic of education and learning that would incorporate novelty and creativity, these artistic elements being part and parcel of the science of complexity. Dewey's philosophical concepts are explored against the background of such founders of dynamical systems theory as Ludwig v…
Semiotics, edusemiotics and the culture of education
Semiotics is the study of signs addressing their action, usage, communication and signification (meaning). Edusemiotics—educational semiotics—is a recently developed direction in educational theory that takes semiotics as its foundational philosophy and explores the philosophical specifics of semiotics in educational contexts. As a novel theoretical field of inquiry, it is complemented by research known under the banner ‘semiotics in education’, …
The Folds of Experience, or
This paper situates moral education in the context of Gilles Deleuze's philosophy and as embedded in lived experience qualified by three dimensions, namely critical, clinical, and creative (‘3C’). The construct of ‘3C’ education will be enriched by reference to the theoretical corpus of Nel Noddings, specifically her 2006 book Critical Lessons: What our schools should teach. The paper argues that only as embodying all three ‘C's in experience can…
Peirce's Semiotics, Subdoxastic Aboutness, and the Paradox of Inquiry
The author suggests that educational philosophy should benefit from addressing questions traditionally asked within discourse in the philosophy of mind, namely: the relation between the mind and world and the problems of intentionality (or aboutness), meaning, and representation. Peirce's semiotics and his category of creative abduction provide a novel conceptual framework for exploring these questions. A model of reasoning and learning, based on…
Experiencing Deleuze
The present collection constitutes what French poststructuralist philosopher Gilles Deleuze (1925–1995) dubbed rhizome, using this biological notion as a metaphor for multidirectional growth and diverse productivity irreducible to a single root representing epistemology grounded on a firm foundation for knowledge. A philosophical site, for Deleuze, consists of a multiplicity of planes including at once social, artistic, ethical, and affective dim…
Taking the Edusemiotic Turn
Educational philosophy in English-speaking countries tends to be informed mainly by analytic philosophy common to Western thinking. A welcome alternative is provided by pragmatism in the tradition of Peirce, James and Dewey. Still, the habit of the so-called linguistic turn has a firm grip in terms of analytic philosophy based on the logic of non-contradiction as the excluded middle. A body∼mind approach pertains to the edusemiotic turn that this…
The Problematics of Human Subjectivity
Deleuze's New Image of Thought, or Dewey Revisited
(2003). Deleuze's New Image of Thought, or Dewey Revisited. Educational Philosophy and Theory: Vol. 35, No. 1, pp. 17-29
Re-Symbolization of the Self
Becoming‐Language/Becoming‐Other
(2004). Becoming‐Language/Becoming‐Other: Whence ethics? Educational Philosophy and Theory: Vol. 36, No. 3, pp. 313-325
Jung's Psychology and Deleuze's Philosophy
This paper addresses the unconscious dimension as articulated in Carl Jung's depth psychology and in Gilles Deleuze's philosophy. Jung's theory of the archetypes and Deleuze's pedagogy of the concept are two complementary resources that posit individuation as the goal of human development and self‐education in practice. The paper asserts that educational theory should explore the role of the unconscious in learning, especially with regard to adul…
Towards a semiotic theory of learning
The paper examines Gilles Deleuze's metaphor of rhizome as a new image of thought. Multiple connections enabled by multidirectional rhizomatic lines contribute to the creation of concepts. Deleuze's potential contribution to educational theory is specified in terms of the pedagogy of the concept. The creation of concepts is a function of experience and is inseparable from affects and percepts. Deleuze's method of a-signifying semiotics is posited…
Edusemiotics
The paper presents a new field of inquiry, edusemiotics, at the intersection of theoretical semiotics and philosophy of education. A brief introduction to the distinguishing features of edusemiotics is offered as including process ontology, the logic of the included middle, the relational self, the "untimely" and posthuman dimensions of experience, the embodied mind, and others. Edusemiotics comes out as partaking of the Chinese Tao in terms of b…
Deleuze as a Philosopher of Education
This essay addresses Gilles Deleuze's “pedagogy of the concept” as grounded in the triadic relation between percepts, affects, and concepts. Philosophical thinking based on the “logic of affects” necessarily leads to the creation of novel concepts in/for experience. Still, new concepts are themselves informed by the physicality of affects thus bridging the dualistic gap of the Cartesian subject. Deleuze's neorealist position considers the objects…
The Role of Intuition in Thinking and Learning
(2004). The Role of Intuition in Thinking and Learning: Deleuze and the pragmatic legacy. Educational Philosophy and Theory: Vol. 36, No. 4, pp. 433-454
Reading Kristeva through the Lens of Edusemiotics
There are two focal points to this article. One is to address Julia Kristeva’s theoretical corpus in the context of philosophy of education. Kristeva’s notion of subject in process problematises education with its habitual emphasis on ‘product’. Another is to consider her impact from the perspective of edusemiotics. Edusemiotics is a new direction in educational philosophy and theory, and Kristeva represents one contemporary French intellectual w…
Interpreting the signs of the times
This article introduces the semiotics of Tarot images in the context of human experiences and in the framework of Jung's analytical psychology. It presents Tarot pictures as symbolic representations of the archetypes embedded in the collective psyche. The images can function as symbolic triggers especially significant at the time of socio-cultural transitions, therefore making it imperative to read, interpret, and understand the meanings of those…
Learning by abduction
This paper posits Peirce’s logical category of abduction as a necessary component in the learning process. Because of the cardinality of categories, Thirdness (or reason) always contains in itself the Firstness of abduction. In psychological terms, abduction can be interpreted as intuition or insight. The paper suggests that abduction can be modeled as a vector on a complex plane. Such geometrical interpretation of the triadic sign helps to clari…
Peirce and Education
(2005). Peirce and Education: An introduction. Educational Philosophy and Theory: Vol. 37, No. 2, pp. 153-156
Time and the rhythms of emancipatory education
Michel Alhadeff-Jones is a philosopher of education and a psychosociologist whose professional occupation spreads across Europe and USA. He is also the founder of Sunkhronos Institute in Geneva, Sw
Monstrous hermeneutics
This paper addresses a theory/practice nexus represented by a semiotic system of Tarot pictures as iconic signs. Tarot will be analyzed from the perspective of Charles S. Peirce's and Gilles Deleuze's philosophies. Tarot functions as a diagram or the included third between "self" and "other," which are traditionally taken as binary opposites. It thus partakes of the "monster" as a grotesque and ambiguous category that betrays a strict boundary be…
Response to Bogue
Living, learning, loving
The paper positions education and learning in the context of Gilles Deleuze's ethico-political philosophy oriented to becoming-other amidst experiences and events. Deleuze's unorthodox affective epistemology is inseparable from ethics in terms of real-life consequences at the level of practice. The paper presents the critical and clinical analysis of experiential events as texts comprising a mode of the informal pedagogy in terms of creating new …
Silent Discourse
Silent DiscourseThe Language of Signs and "Becoming-Woman" Inna Semetsky (bio) novit qui colit Since time immemorial, humankind has searched for a universal language in the quest for the perfect means of communication that would transcend prevailing cultural, religious, and language barriers. The hero of a poetic tale (Coelho 1993), in his quest for the language once understood by everybody yet now forgotten, arrived at the understanding that it'…
Symbolism of the Tower as Abjection1
The Problematics of Human Subjectivity
Deleuze's New Image of Thought, or Dewey Revisited
(2003). Deleuze's New Image of Thought, or Dewey Revisited. Educational Philosophy and Theory: Vol. 35, No. 1, pp. 17-29
The Role of Intuition in Thinking and Learning
(2004). The Role of Intuition in Thinking and Learning: Deleuze and the pragmatic legacy. Educational Philosophy and Theory: Vol. 36, No. 4, pp. 433-454
Experiencing Deleuze
The present collection constitutes what French poststructuralist philosopher Gilles Deleuze (1925–1995) dubbed rhizome, using this biological notion as a metaphor for multidirectional growth and diverse productivity irreducible to a single root representing epistemology grounded on a firm foundation for knowledge. A philosophical site, for Deleuze, consists of a multiplicity of planes including at once social, artistic, ethical, and affective dim…
Becoming‐Language/Becoming‐Other
(2004). Becoming‐Language/Becoming‐Other: Whence ethics? Educational Philosophy and Theory: Vol. 36, No. 3, pp. 313-325
Learning by abduction
This paper posits Peirce’s logical category of abduction as a necessary component in the learning process. Because of the cardinality of categories, Thirdness (or reason) always contains in itself the Firstness of abduction. In psychological terms, abduction can be interpreted as intuition or insight. The paper suggests that abduction can be modeled as a vector on a complex plane. Such geometrical interpretation of the triadic sign helps to clari…
Peirce and Education
(2005). Peirce and Education: An introduction. Educational Philosophy and Theory: Vol. 37, No. 2, pp. 153-156
Peirce's Semiotics, Subdoxastic Aboutness, and the Paradox of Inquiry
The author suggests that educational philosophy should benefit from addressing questions traditionally asked within discourse in the philosophy of mind, namely: the relation between the mind and world and the problems of intentionality (or aboutness), meaning, and representation. Peirce's semiotics and his category of creative abduction provide a novel conceptual framework for exploring these questions. A model of reasoning and learning, based on…
Becoming – Other
Preliminary Material
Becoming – Language
Becoming – Nomad
Index
Becoming – Child
Becoming – Rhizome
Becoming – Sign
Deleuze, Education and Becoming
This wonderful, highly readable book breaks new ground in revealing commonalities between Deleuze's nomadic method of inquiry and the pragmatic method of John Dewey. It should be of great interest to both philosophers and educators. NEL NODDINGS,Stanford University, author of Happiness And Education. ...few have placed the thinking of Dewey into effective dialogue with other forms of philosophy. This is particularly the case regarding contemporar…
Author notes
Introduction
Sem-analysing events
Beyond the Modern‐Postmodern Struggle in Education
Beyond the Modern‐Postmodern Struggle in Education: Toward counter‐education and enduring improvisation ‐ By Gur‐Ze’ev, I.." Educational Philosophy and Theory, 39(6), pp. 676–677
Towards a semiotic theory of learning
The paper examines Gilles Deleuze's metaphor of rhizome as a new image of thought. Multiple connections enabled by multidirectional rhizomatic lines contribute to the creation of concepts. Deleuze's potential contribution to educational theory is specified in terms of the pedagogy of the concept. The creation of concepts is a function of experience and is inseparable from affects and percepts. Deleuze's method of a-signifying semiotics is posited…
On the Creative Logic of Education, or
This paper rereads John Dewey's works in the light of complexity theory and self‐organising systems. Dewey's pragmatic inquiry is posited as inspirational for developing a logic of education and learning that would incorporate novelty and creativity, these artistic elements being part and parcel of the science of complexity. Dewey's philosophical concepts are explored against the background of such founders of dynamical systems theory as Ludwig v…
Transforming ourselves/transforming curriculum
This paper is threefold. It is grounded in the philosophical work of two educational theorists: John Dewey and our contemporary Nel Noddings. It also brings into the conversation the ancient system of Tarot, arguing that its pictorial symbolism embodies intellectual, moral, and spiritual ‘lessons’ derived from collective human experiences across times, places, and cultures. For Dewey, to call somebody spiritual never meant to invoke some mysterio…
Philosophy (42 obras) · Sociology (37 obras) · Epistemology (36 obras) · Philosophy (24 obras) · Psychology (20 obras) · Higher education (17 obras) · Philosophy of education (17 obras) · Political science (16 obras) · Law (15 obras) · Linguistics (15 obras)