Be(com)ing Human Semiosis and the Myth of Reason
Educational 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)
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RETHINKING THEORY AND PRACTICE Volume 56
Series Editors Michael A. Peters
University of Illinois at Urbana-Champaign, USA Editorial Board Michael Apple, University of Wisconsin-Madison, USA Miriam David, Institute of Education, London University, UK Cushla Kapitzke, Queensland University of Technology, Australia Simon Marginson, University of Melbourne, Australia Mark Olssen, University of Surrey, UK Fazal Rizvi, University of Illinois at Urbana-Champaign, USA Susan Robertson, University of Bristol, UK Arun Tripathi Tripathi, Dresden University of Technology,
Germany National Institute of Science, Technology & Development Studies, New Delhi, India Linda Tuahwai Smith, University of Waikato, New Zealand
Scope This series maps the emergent field of educational futures. It will commission books on the futures of education in relation to the question of globalisation and knowledge economy. It seeks authors who can demonstrate their understanding of discourses of the knowledge and learning economies. It aspires to build a consistent approach to educational futures in terms of traditional methods, including scenario planning and foresight, as well as imaginative narratives, and it will examine examples of futures research in education, pedagogical experiments, new utopian thinking, and educational policy futures with a strong accent on actual policies and examples.
Be(com)ing Human Semiosis and the Myth of Reason Andrew Stables University of Bath, UK
SENSE PUBLISHERS ROTTERDAM/BOSTON/TAIPEI
A C.I.P. record for this book is available from the Library of Congress.
ISBN: 978-94-6091-995-4 (paperback) ISBN: 978-94-6091-996-1 (hardback) ISBN: 978-94-6091-997-8 (e-book)
Published by: Sense Publishers, P.O. Box 21858, 3001 AW Rotterdam, The Netherlands https://www.sensepublishers.com/
Printed on acid-free paper
All Rights Reserved © 2012 Sense Publishers No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work.
TABLE OF CONTENTS
Preface
vii
Chapter One. Theoretical Foundations: Semiotics, Process and the Language Game 1.1 Peirce and the Development of American Semiotics 1.2 Saussure and the Continental Tradition 1.3 Wittgenstein and the Language Game as Bridging Concept 1.4 Semiosis as Fundamental Process: Three Further Sets of Considerations
1 1 16 27 35
Chapter Two. Moving in Time: Consciousness and Reason
45
2.1 Physical Transcendent Presence: The Now and Then Dimensions 2.2 Semiosis and (the Myth of?) Reason
45 55
Chapter Three. Thens Within Now
65
3.1 Humanity as Aspiration 3.2 From Literacy to Semiosy: Learning as Semiosic Development 3.3 What do Schools do? Chapter Four. Be(com)ing Responsible: Humans, Others and Ethics 4.1 Towards Human Response-Abi
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