Edusemiotics, Existential Semiotics, and Existential Pedagogy

Kukkola, Jani; Pikkarainen, Eetu

doi:10.1007/978-981-10-1495-6_9

Cited by 5 publications

(1 citation statement)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These three domains can be not only synergistically interlinked, but also can be conflicting. Biesta's three domains of educational purpose can be compared with three levels of education, which, according to Finnish educational philosophers Kukkola and Pikkarainen (2017), students are passed through successivelypragmatic, social and existential, as well as (more vaguely) with three types (levels) of competences specified in the Russian Federal State Educational Standards of Higher Education 3++ (FSESHE 3++)professional, general professional and universal.…”

Section: Methodsmentioning

confidence: 99%

Propósitos humanísticos y utilitarios de la educación superior en el contexto del enfoque de competencia: presentación del problema

2022

View full text Add to dashboard Cite

El propósito de este artículo es examinar la tensión que existe entre los propósitos principales de la educación superior, humanista y utilitario, mediante el enfoque por competencias. Las principales conclusiones del estudio teórico, basado en los enfoques estructural-funcional y sistémico-genético, son que esta tensión se resuelve introduciendo las competencias universales (el análogo ruso de las competencias clave, las soft skills), que debido a su especificidad, pueden desempeñar funciones utilitarias, humanísticas, integradoras y equilibradoras del aprendizaje. La educación y la autoeducación (desarrollo intelectual, valórico y existencial respectivamente) en la matriz universalizadora de la reproducción de la cultura, pueden transferir rasgos de la educación universitaria clásica (humanismo y universalismo) a la educación especializada de los institutos, contribuyendo a su convergencia. Sin embargo, la visión, desde el enfoque de competencia, de los dos propósitos principales de la educación, superan la dicotomía artificial entre ellos, y sigue siendo en esencia instrumental y no autotélico.

show abstract

Section: Methodsmentioning

confidence: 99%

Propósitos humanísticos y utilitarios de la educación superior en el contexto del enfoque de competencia: presentación del problema

2022

View full text Add to dashboard Cite

show abstract

School Learning as Human Growth

Pikkarainen¹

2017

Schools in Transition

View full text Add to dashboard Cite

Transhumanism, Society and Education: An Edusemiotic Approach

Gómez Redondo,

Rodríguez Higuera,

Coca

et al. 2024

Stud Philos Educ

View full text Add to dashboard Cite

We propose a semiotic framework to underpin a posthumanist philosophy of education, as contrasted to technological determinism. A recent approach to educational processes as semiotic phenomena lends itself as a philosophy to understand the current interplay between education and technology. This view is aligned with the transhumanist movement to defend techno-scientific progress as fundamental to human development. Particularly, we adopt a semiotic approach to education to tackle certain tensions in current debates on the human. Transhumanism scholars share the optimistic belief that there is no limit to how the ethical use of technology can help alleviate suffering and increase our health and wisdom. From this perspective, it appears possible to acquire capacities that require rethinking the notion of human altogether. For others, this undermining of essentialist concepts of humanity entails serious risks, especially related to ethical egalitarianism. We adopte the perspective of edusemiotics, a framework that brings together semiotics, educational theory and philosophy of education. As a theoretical-practical framework, edusemiotics affords a hermeneutic and semiotic method for our approach. Peirce’s logic of signs is used to analyze socio- educational interactions as environmental. We observe two lines of thought. On the one hand, technological transhumanism enhances Cartesian mind–body dualism. On the other hand, philosophical posthumanism seeks to overcome this dichotomy. The former proposal construes human transformation as an artifactualization derived from techno-scientific enhancements. The latter position proposes an integrative posthumanism, capable not only to include edusemiotic theory but also to rethink the concept of learning as mutual to that of human.

show abstract

Edusemiotics, Existential Semiotics, and Existential Pedagogy

Cited by 5 publications

References 13 publications

Propósitos humanísticos y utilitarios de la educación superior en el contexto del enfoque de competencia: presentación del problema

Propósitos humanísticos y utilitarios de la educación superior en el contexto del enfoque de competencia: presentación del problema

School Learning as Human Growth

Transhumanism, Society and Education: An Edusemiotic Approach

Contact Info

Product

Resources

About