Semiotics is the study of signs addressing their action, usage, communication and signification (meaning). Edusemiotics--educational semiotics--is a recently developed direction in educational theory that takes semiotics as its foundational philosophy and explores the philosophical specifics of semiotics in educational contexts. As a novel…

There are two focal points to this article. One is to address Julia Kristeva's theoretical corpus in the context of philosophy of education. Kristeva's notion of subject in process problematises education with its habitual emphasis on "product". Another is to consider her impact from the perspective of edusemiotics. Edusemiotics is a new…

This paper addresses the unconscious dimension as articulated in Carl Jung's depth psychology and in Gilles Deleuze's philosophy. Jung's theory of the archetypes and Deleuze's pedagogy of the concept are two complementary resources that posit individuation as the goal of human development and self-education in practice. The paper asserts that…

This paper situates moral education in the context of Gilles Deleuze's philosophy and as embedded in lived experience qualified by three dimensions, namely critical, clinical, and creative ("3C"). The construct of "3C" education will be enriched by reference to the theoretical corpus of Nel Noddings, specifically her 2006 book "Critical Lessons:…

This paper rereads John Dewey's works in the light of complexity theory and self-organising systems. Dewey's pragmatic inquiry is posited as inspirational for developing a logic of education and learning that would incorporate novelty and creativity, these artistic elements being part and parcel of the science of complexity. Dewey's philosophical…

The author suggests that educational philosophy should benefit from addressing questions traditionally asked within discourse in the philosophy of mind, namely: the relation between the mind and world and the problems of intentionality (or aboutness), meaning, and representation. Peirce's semiotics and his category of creative abduction provide a…

The purpose of this paper is to address the concept of "intuition of education" from the pragmatic viewpoint so as to assert its place in the cognitive, that is inferential, learning process. The structure of the paper, consistent with the spirit of Charles Sanders Peirce's triadic semiotics, is threefold. As a point of departure, the author…

Richard Rorty, in his "Consequences of Pragmatism" (1982), acknowledging the pragmatic direction taken by both modern and postmodern philosophy, declared that "James and Dewey were not only waiting at the end of the dialectical road which analytic philosophy traveled, but are waiting at the end of the road which, for example, Foucault and Deleuze…