Values, edusemiotics, and intercultural dialogue: From Russia with questions
-
Inna Semetsky
and
Sergey Gavrov
Abstract
Even after the “perestroika” and “glasnostj” in Russia, and increased communication in the interconnected world, the state of contemporary education there remains relatively unknown to Western scholars. This paper aims to ameliorate this problem by examining some of the signs comprising the system of education in Russia against the problematic of the historically American pursuit of happiness. While formal education in the West explicitly focuses on academic disciplines, in Russia there always existed an element of “bringing up” as a sign of the value-dimension infusing, sometimes implicitly, both formal and informal (or cultural) education. The paper intends to demonstrate the ubiquity and the importance of the edusemiotic conception of values-education irreducible to inculcation but oriented to self-formation embedded in human experience. An edusemiotic perspective problematizes the aims of education and emphasizes learning from experience, dialogue, coordination, meaning, and values. Values “reside” in lived experience, and edusemiotics surpasses education reduced to teaching of brute facts. The paper also critically examines education as socialization via social media and affirms spiritual education in contrast to persistent secularization.
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©2016 by De Gruyter Mouton
Articles in the same Issue
- Frontmatter
- Editorial
- Contemporary approaches to a pedagogy of process
- Signs as functions: Edusemiotic and ontological foundations for a semiotic concept of a sign
- Edusemiotics as process semiotics: Towards a new model of semiosis for teaching and learning
- The implications for education of Peirce’s agapist principle
- Writing and Différance
- Seeing through the metaphor: The OECD quality toolbox for early childhood
- Values, edusemiotics, and intercultural dialogue: From Russia with questions
- Usage de l’objet, signification et émergence de la conscience à l’étape préverbale du développement: Une perspective édusémiotique
- Les intuitions édusémiotiques des grands pédagogues : Engagement sémiotique, théorie de l’enquête et narrativité
- Edusemiotics and Karl-Otto Apel’s transcendental semiotics
- Edusemiotics of meaningful learning experience: Revisiting Kant’s pedagogical paradox and Greimas’ semiotic square
- Can design inquiry advance edusemiotics? Rethinking factual information and imaginative interpretation
- Monstrous hermeneutics: Learning from diagrams
- Learning to take play seriously: Peirce, Bateson, and Huizinga on the sacrality of play
Articles in the same Issue
- Frontmatter
- Editorial
- Contemporary approaches to a pedagogy of process
- Signs as functions: Edusemiotic and ontological foundations for a semiotic concept of a sign
- Edusemiotics as process semiotics: Towards a new model of semiosis for teaching and learning
- The implications for education of Peirce’s agapist principle
- Writing and Différance
- Seeing through the metaphor: The OECD quality toolbox for early childhood
- Values, edusemiotics, and intercultural dialogue: From Russia with questions
- Usage de l’objet, signification et émergence de la conscience à l’étape préverbale du développement: Une perspective édusémiotique
- Les intuitions édusémiotiques des grands pédagogues : Engagement sémiotique, théorie de l’enquête et narrativité
- Edusemiotics and Karl-Otto Apel’s transcendental semiotics
- Edusemiotics of meaningful learning experience: Revisiting Kant’s pedagogical paradox and Greimas’ semiotic square
- Can design inquiry advance edusemiotics? Rethinking factual information and imaginative interpretation
- Monstrous hermeneutics: Learning from diagrams
- Learning to take play seriously: Peirce, Bateson, and Huizinga on the sacrality of play
