Edusemiotics of meaningful learning experience: Revisiting Kant’s pedagogical paradox and Greimas’ semiotic square

Kukkola, Jani; Pikkarainen, Eetu

doi:10.1515/sem-2016-0124

Cited by 5 publications

(3 citation statements)

References 6 publications

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“…Ideally, the teacher can cooperate with the internal teacher of the student, but that requires that considerable prior learning has taken place and that the teacher can motivate the students. If this cooperation is successful, then the student starts to study, which is equivalent to teaching oneself (This negativity as a basic character of education is perhaps more intelligible in the continental tradition starting with the post-Kantian pedagogical paradox [56][57][58] and it is exceptionally explicitly reflected by Dietrich Benner in [59,60]).…”

Section: Conclusion: Education As Negative Feedbackmentioning

confidence: 99%

Education, Consciousness and Negative Feedback: Towards the Renewal of Modern Philosophy of Education

Pikkarainen

2021

Philosophies

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Among the biggest challenges facing the contemporary human condition, and therefore also education, is responding to the climate crisis. One of the sources of the crisis is assumed to be absent-mindedness, presented by Leslie Dewart as a distortion of the development of human consciousness. Dewart’s poorly-known philosophical consciousness study is presented in this paper in broad outline. The problems in the study of consciousness, the most important of which are the qualitative representations—qualia—and the question of free will, are also briefly discussed. These problems are then examined transcendental analytically, with the question of what one must assume in order to allow the emergence of these phenomena. From the resulting conception of causal relationship, we proceed to the circular causality as a prerequisite for life, namely the homeostatic systems and negative feedback. An organization of action that is essential to animals and humans is presented, using William Powers’ perceptual control theory (PCT), and the role of consciousness in this organization is drafted according to the studies of Martin Taylor. Action is seen as continuous problem solving, in which negative feedback is used to bring perceptions into line with the goals. The fundamental function of consciousness is revealed as the direction and enhancement of learning. Based on PCT, it can be shown that the main practical problems in animal and, especially, human action, are related to adverse side effects of action and the resulting various conflicts. The climate crisis is a typical example of the problematic side effects of collective action. Dewart’s concept of absent-mindedness can therefore be defined as an inability to responsibly account for the side effects of action. Thus, the main task of education is to forestall, through negative feedback and in cooperation with learner consciousness, absent-mindedness and the problems it causes.

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Section: Conclusion: Education As Negative Feedbackmentioning

confidence: 99%

Education, Consciousness and Negative Feedback: Towards the Renewal of Modern Philosophy of Education

Pikkarainen

2021

Philosophies

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“…The semiotic or Greimas square could be treated as a type of extended dichotomies. Scholars apply the semiotic square by analyzing human cognition [43], heuristic aspects of social existence [44], educational process [45], (anti)brand meanings [46] and even Western astrology [47]. Besides this, it has been used in literary criticism [48].…”

Section: Introductionmentioning

confidence: 99%

Urban (Un)Sustainability: Cases of Vilnius’s Informal and Illegal Settings

Kačerauskas

2018

Sustainability

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The current analysis addresses cases of both informal and illegal settlements in Vilnius, Lithuania. By using semiotic means (specifically, semiotic squares), the author presents the Romani district (tabors), as well the Šnipiškės district, describing the circumstances of their emerging and comparing these cases. In addition to that, the philosophical questions about the dichotomies ‘formal/informal’, ‘temporal/eternal’, ‘order/chaos’, ‘legal/illegal’, ‘sustainable/unsustainable’ are discussed. On the one hand, illegal buildings serve as a signal about too high a barrier of bureaucracy, about a surfeit of law and even about the violation of certain rights. On the other hand, some urban districts can become illegal because of a changed urban vision reflected in a new General Plan. The paper also analyzes the issue of public interest. Additionally, the tendency of democratic society to turn into bureaucratic society is analyzed. The paper addresses sensitive issues related to sustainable development of cities, intercultural dialogue and equal opportunities.

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“…This negativity as a basic character of education is perhaps more intelligible in the continental tradition starting with the post-Kantian pedagogical paradox[56][57][58] and it is exceptionally explicitly reflected by Dietrich Benner in[59,60] 33 And thus, also the action of consciousness. Here is a strong and interesting parallel connection to the philosophy of Fichte, which, however, must be bypassed in this article (see more in[13,63]).…”

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confidence: 99%

Education, Consciousness and Negative Feedback: Towards the Renewal of Modern Philosophy of Education

Pikkarainen¹

2021

Preprint

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Among the biggest challenges facing the contemporary human condition, and therefore also education, is responding to the climate crisis. The source of the crisis is assumed to be absent-mindedness, presented by Leslie Dewart as a distortion of the development of human consciousness. Dewart's poorly-known philosophical consciousness study is presented in this paper in broad outline. The problems in the study of consciousness, the most important of which are the qualitative representations – qualia – and the question of free will, are also briefly discussed. These problems are then examined transcendental analytically, with the question of what one must assume in order to allow the emergence of these phenomena. From the resulting conception of causal relationship, we proceed to the circular causality as a prerequisite for life, namely the homeostatic systems and negative feedback. An organization of action that is essential to animals and humans is presented, using William Powers’ perceptual control theory (PCT), and the role of consciousness in this organization is drafted according to the studies of Martin Taylor. Action is seen as continuous problem solving, in which negative feedback is used to bring perceptions into line with the goals. The fundamental function of consciousness is revealed as the direction and enhancement of learning. Based on PCT, it can be shown that the main practical problems in animal and, especially, human action, are related to adverse side effects of action and the resulting various conflicts. The climate crisis is a typical example of the problematic side effects of collective action. Dewart's concept of absent-mindedness can therefore be defined as an inability to responsibly account for the side effects of action. Thus, the main task of education is to forestall, through negative feedback and in cooperation with learner consciousness, absent-mindedness and the problems it causes.

show abstract

Edusemiotics of meaningful learning experience: Revisiting Kant’s pedagogical paradox and Greimas’ semiotic square

Cited by 5 publications

References 6 publications

Education, Consciousness and Negative Feedback: Towards the Renewal of Modern Philosophy of Education

Education, Consciousness and Negative Feedback: Towards the Renewal of Modern Philosophy of Education

Urban (Un)Sustainability: Cases of Vilnius’s Informal and Illegal Settings

Education, Consciousness and Negative Feedback: Towards the Renewal of Modern Philosophy of Education

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