Interpreting Our Selves
This chapter engages with Paul Ricoeur’s theory of narrative identity, to render the self an unstable nexus of meaning, engaged in the ongoing invention and reinterpretation of itself. The complexity of interpreting the self is highlighted through the use
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Edusemiotics – A Handbook
Edusemiotics – A Handbook
Inna Semetsky Editor
Edusemiotics – A Handbook
123
Editor Inna Semetsky Institute for Edusemiotic Studies Melbourne, VIC Australia
ISBN 978-981-10-1493-2 DOI 10.1007/978-981-10-1495-6
ISBN 978-981-10-1495-6
(eBook)
Library of Congress Control Number: 2016941603 © Springer Science+Business Media Singapore 2017 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Printed on acid-free paper This Springer imprint is published by Springer Nature The registered company is Springer Science+Business Media Singapore Pte Ltd.
This book is dedicated to the great John Deely, a dear friend and colleague whose research in the theory and history of semiotics is unsurpassable. His work is a lasting inspiration for generations of students to come, in philosophy, semiotics, and now edusemiotics.
Foreword
It is indeed a privilege to be asked to write a foreword for a handbook on edusemiotics considering that the term was not even in use until 2010. Edusemiotics is a fast emerging field within both semiotics and educational studies. On one level, there are quite obvious pragmatic reasons for this increasing interest. Most semioticians are also educators and welcome a branch of their discipline that explores this aspect of their work. Meanwhile, many educators and educational researchers are keen to find an approach that dissolves many of the tensions between ‘theory’ and ‘practice’ that often cause divisions within their field and can serve to restrict the impact of their work in the public imagination. Philosophically, edusemiotics offers a way of understanding education, in the broadest sense, that does not rest on the legacy of strong Cartesian mind-body dualism, a legacy evident in debates across the board, from the distinction between cognitivist and behaviorist learning theories, to the dismissal of much thinking about education as ‘just theory’, or the strong status superiority still afforded to activities involving students sittin
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