Educating Semiosis: Foundational Concepts for an Ecological Edusemiotic

Campbell, Cary

doi:10.1007/s11217-018-9617-4

Cited by 18 publications

(5 citation statements)

References 53 publications

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“…In this study, a medical student's capability to practice a preferred type of professionalism was underpinned by Sen's capability theory and supplemented by Bourdieu's social theory of practice. This 'biosemiotic' paradigm regards sign-following a basic process of all life [71]; and lifeworld the modelling system or "world of meaning and sensory engagement that the organism is engaged in" [72]. Signs of threat to social freedoms that produce wellbeing are common perceptions among people with devalorised social identities [73]; and to others made vulnerable by adverse social determinants of health.…”

Section: Theoretical Frame For Comparing Professional Discoursesmentioning

confidence: 99%

“…Some argued this history item was unnecessary or inappropriate. Yet socially accountable practice includes anticipation of how social inequity in a patient's lifeworld signi es or 'communicates' chronic illness [159]. Anticipatory care and justice are medical professional competencies for early intervention of common community health problems including depression, hypertension, diabetes, cancers, and HIV/AIDS.…”

Section: Signalling Responsibility For Justice In Medical Pedagogymentioning

confidence: 99%

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Shifting clinical relevance from ‘what is the matter to what matters’ utilising Legitimation Code Theory. A comparative investigation of medical students’ social accountability perceptions.

Whittenbury

2022

Preprint

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Pedagogy for socially accountable medical professionalism lacks systematic integration of relevant social and biomedical facts. A sociological gaze and change in medical discourse may be transformative. A mixed methods study compared perceptions of social justice in healthcare of forty medical student participants from diverse social positions enrolled in two Australian medical schools. The ‘capability to aspire’ to prosocial professionalism links Sen’s capability theory and Bourdieu’s theory of practice to compare outsiders and insiders in a traditional and a socially accountable program. Comparison of First and Final Year cohorts aimed to identify the regulative discourses of each program. Demographic, short answer and multi-choice questions, and semi-structured audio-recorded interview tested participants’ aspirations, knowledges and reasoning related to social accountability. All cohorts supported social justice learning and agreed Indigenous, refugee and migrant groups were most disadvantaged in Australian health care. Final Year participants had greater awareness of health system shortfalls in social accountability, citing professional discourses lacking equity awareness, unfair patient responsibilisation, system overload and mismatch to Indigenous health needs. Less intention to practice in areas of health need was shown by participants with zero and multiple devalorised social identities than those with single equity identities. A common finding was inability to modify clinical reasoning to recognise what matters for equity needs, making ‘health equity’ a threshold concept. Critical reflexivity on human contexts of illness production was best realised by outsiders, unrelated to program. International participants held stronger perceptions of mismatch between the Australian health system and Indigenous health needs. Results inform a socio-science approach to learning health equity that builds on students’ prosocial values, social identities, and meaning-making of social contexts. A re-contextualising principle to validate health equity perspectives in medical pedagogy, and knowledge management system to integrate social and medical discourses, are proposed. The potential benefits of biosemiotic, edusemiotic and semioethic approaches to the humanising turn in medical education are discussed. Legitimation Code Theory provides a means to systematise diverse discourses in medical education. Biosemiotic concepts of lifeworld and dialogical communication may further cultivate students’ sociological and moral imagination of health production, and creativity for socially accountable solutions to emergent illness.

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Section: Theoretical Frame For Comparing Professional Discoursesmentioning

confidence: 99%

Section: Signalling Responsibility For Justice In Medical Pedagogymentioning

confidence: 99%

Shifting clinical relevance from ‘what is the matter to what matters’ utilising Legitimation Code Theory. A comparative investigation of medical students’ social accountability perceptions.

Whittenbury

2022

Preprint

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“…Colleges and universities should strengthen environment-friendly classroom construction, course construction, and environment-friendly scientific research construction. Furthermore, colleges and universities should comprehensively follow up on relevant supporting measures, optimize the quality of hardware resources, software resources, and human resources, and provide robust and reliable guarantee for the construction of an environment-friendly ecological vocal music teaching environment from a multichannel and all-round perspective, which are presented in the following aspects [ 21 , 22 ].…”

Section: Construction Of Environment-friendly Ecological Vocal Music ...mentioning

confidence: 99%

Environment‐Friendly Vocal Music Ecological Education: Sustainable Development of Vocal Music Education from the Perspective of Building

Zhang

2022

Journal of Environmental and Public Health

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With the acceleration of the modernization of human society, natural ecology is continuously destroyed, which inevitably brings about the crisis of the human spirit, and human beings progressively lose the ability to draw power from nature. Similarly, music is losing its function of freeing people from secularity and becoming a carrier of pure utility. For a long time, there have been some disharmonious factors in the ecological environment of vocal music teaching. For example, some vocal music teaching facilities are out of date, vocal music course resources are single and scarce, vocal music courses are comparatively isolated and lack organic integration with other courses, and relevant art practices and scientific research activities of teachers and students are not carried out well after class, comprehensive quality of teachers cannot be effectively improved, and external communication of colleges and universities is not enough. This has affected the quality of vocal music teaching to a certain extent. Accordingly, an environment-friendly ecological vocal education emerged. In addition, both building and music are the supplement and creation of the human living environment by the material organization. Consequently, their performance has similar characteristics of origin. Thus, from the perspective of the building, we touch the music, listen to the building, and analyze the integration of ecological vocal music education and building. The empirical test verified the effect of ecological vocal music teaching under the building vision.

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“…All living systems model their environments, while not all animals necessarily cognize or use and produce symbols. This follows from a notion of learning-as-modeling, in line with research alignments between edu-and biosemiotics [9,16,[45][46][47]. As some of us (see p. 90 in [10]) have observed recently: "To learn about something is to develop models of it, a process which evokes new affordances."…”

Section: Further Points Of Clarification and Differentiationmentioning

confidence: 99%

A “Strong” Approach to Sustainability Literacy: Embodied Ecology and Media

2021

Self Cite

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This article outlines a “strong” theoretical approach to sustainability literacy, building on an earlier definition of strong and weak environmental literacy (Stables and Bishop 2001). The argument builds upon a specific semiotic approach to educational philosophy (sometimes called edusemiotics), to which these authors have been contributing. Here, we highlight how a view of learning that centers on embodied and multimodal communication invites bridging biosemiotics with critical media literacy, in pursuit of a strong, integrated sustainability literacy. The need for such a construal of literacy can be observed in recent scholarship on embodied cognition, education, media and bio/eco-semiotics. By (1) construing the environment as semiosic (Umwelt), and (2) replacing the notion of text with model, we develop a theory of literacy that understands learning as embodied/environmental in/across any mediality. As such, digital and multimedia learning are deemed to rest on environmental and embodied affordances. The notions of semiotic resources and affordances are also defined from these perspectives. We propose that a biosemiotics-informed approach to literacy, connecting both eco- and critical-media literacy, accompanies a much broader scope of meaning-making than has been the case in literacy studies so far.

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Educating Semiosis: Foundational Concepts for an Ecological Edusemiotic

Cited by 18 publications

References 53 publications

Shifting clinical relevance from ‘what is the matter to what matters’ utilising Legitimation Code Theory. A comparative investigation of medical students’ social accountability perceptions.

Shifting clinical relevance from ‘what is the matter to what matters’ utilising Legitimation Code Theory. A comparative investigation of medical students’ social accountability perceptions.

Environment‐Friendly Vocal Music Ecological Education: Sustainable Development of Vocal Music Education from the Perspective of Building

A “Strong” Approach to Sustainability Literacy: Embodied Ecology and Media

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