Semiotic Theory of Learning asks what learning is and what brings it about, challenging the hegemony of psychological and sociological constructions of learning in order to develop a burgeoning literature in semiotics as an educational foundation.
Semiotic Theory of Learning asks what learning is and what brings it about, challenging the hegemony of psychological and sociological constructions of learning in order to develop a burgeoning literature in semiotics as an educational foundation.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Andrew Stables is Professor Emeritus in Education and Philosophy at Roehampton University, London and a Senior Researcher at the International Semiotics Institute, Kaunas Technological University, Lithuania. Winfried Nöth is currently based at the University of Kassel in Germany. Alin Olteanu is a Postdoctoral Researcher at Kaunas University of Technology, Lithuania. Eetu Pikkarainen is currently a Lecturer in the Faculty of Education and Open University of University of Oulu, Finland. Sébastien Pesce is Assistant Professor of Educational Studies at the University of Tours, France.
Inhaltsangabe
Introduction Andrew Stables, Winfried Nöth, Alin Olteanu, Sebastien Pesce and Eetu Pikkarainen Section 1: Andrew Stables 1. The Limits of Learning Andrew Stables 2. The Semiotic Encounter Andrew Stables 3. Semiosis, Education and Society: Affecting Encounters Andrew Stables Section 2: Winfried Nöth 4. Education in the Domain of Thirdness Winfried Nöth 5. Education in the Domain of Secondness Winfried Nöth 6. Education in the Domain of Firstness Winfried Nöth Section 3: Alin Olteanu 7. Ecosemiotics as a Theory of Learning Alin Olteanu 8. Ecology, Love and Learning Alin Olteanu 9. Sexuality as a Case of Ecological Learning Alin Olteanu Section 4: Sebastien Pesce 10. From Comprehensive Research to Semiotic Approaches to Education: A Subjective Genealogy of Educational Semiotics Sebastien Pesce 11. Signs, Significance and Semioses in the classroom: Multimodality, Narrativity, Dialogism and Rhetoric as Cornerstones of a Fully Semiotic Perspective on Teaching and Learning Sebastien Pesce 12. Training Semiotically Wise Teachers: Rhetoric of Inquiry, Epistemology of Action and Habit Change Sebastien Pesce Section 5: Eetu Pikkarainen 13. Learning and Semiotic Theory Eetu Pikkarainen 14. Ontology of Learning (and Semiotics) Eetu Pikkarainen 15. Human Learning: Education and Bildung Eetu Pikkarainen
Introduction Andrew Stables, Winfried Nöth, Alin Olteanu, Sebastien Pesce and Eetu Pikkarainen Section 1: Andrew Stables 1. The Limits of Learning Andrew Stables 2. The Semiotic Encounter Andrew Stables 3. Semiosis, Education and Society: Affecting Encounters Andrew Stables Section 2: Winfried Nöth 4. Education in the Domain of Thirdness Winfried Nöth 5. Education in the Domain of Secondness Winfried Nöth 6. Education in the Domain of Firstness Winfried Nöth Section 3: Alin Olteanu 7. Ecosemiotics as a Theory of Learning Alin Olteanu 8. Ecology, Love and Learning Alin Olteanu 9. Sexuality as a Case of Ecological Learning Alin Olteanu Section 4: Sebastien Pesce 10. From Comprehensive Research to Semiotic Approaches to Education: A Subjective Genealogy of Educational Semiotics Sebastien Pesce 11. Signs, Significance and Semioses in the classroom: Multimodality, Narrativity, Dialogism and Rhetoric as Cornerstones of a Fully Semiotic Perspective on Teaching and Learning Sebastien Pesce 12. Training Semiotically Wise Teachers: Rhetoric of Inquiry, Epistemology of Action and Habit Change Sebastien Pesce Section 5: Eetu Pikkarainen 13. Learning and Semiotic Theory Eetu Pikkarainen 14. Ontology of Learning (and Semiotics) Eetu Pikkarainen 15. Human Learning: Education and Bildung Eetu Pikkarainen
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