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  1. Discursive Habits: a Representationalist Re-reading of Teleosemiotics.Catherine Legg - 2021 - Synthese (5-6):14751-14768.
    Enactivism has influentially argued that the traditional intellectualist ‘act-content’ model of intentionality is insufficient both phenomenologically and naturalistically, and minds are built from world-involving bodily habits – thus, knowledge should be regarded as more of a skilled performance than an informational encoding. Radical enactivists have assumed that this insight must entail non-representationalism concerning at least basic minds. But what if it could be shown that representation is itself a form of skilled performance? I sketch the outline of such an account (...)
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  • Communication and the origins of personhood.Duygu Uygun Tunç - 2020 - Dissertation, University of Helsinki
    This thesis presents a communicative account of personhood that argues for the inseparability of the metaphysical and the practical concepts of a person. It connects these two concepts by coupling the question “what is a person” with the question "how does one become a person". It argues that participation in social interactions that are characterized by mutual recognition and giving-and-taking reasons implied by the practical concept of a person is in fact an ecological and developmental condition for an entity to (...)
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  • Rethinking educational theory and practice in times of visual media: Learning as image-concept integration.Nataša Lacković & Alin Olteanu - 2020 - Educational Philosophy and Theory 53 (6):597-612.
    We propose a new relational direction in higher education that acknowledges external and internal images as integrated in thinking and learning. We expand educational theory and practice that commonly rely on discrete conceptual developments that exclude images. Our argument epistemologically relies on certain semiotic views that consider the role of iconic signs and iconicity (meaning making by the virtue of similarity) as significant in relation to knowledge and learning. The analogical and imaginative work required to discover similarity between external pictures (...)
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  • Translation as semiotic mediation.Winfried Nöth - 2012 - Sign Systems Studies 40 (3/4):279-298.
    Translation, according to Charles S. Peirce, is semiotic mediation. In sign processes in general, the sign mediates between the object, which it represents, and its interpretant, the idea it evokes, the interpretation it creates, or the action it causes. To what extent does the way a translator mediates correspond to what a sign does in semiosis? The paper inquires into the parallels between the agency of the sign in semiosis and the agency of the interpreter (and translator) in translation. It (...)
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  • Rethinking educational theory and practice in times of visual media: Learning as image-concept integration.Alin Olteanu & Nataša Lacković - 2020 - Educational Philosophy and Theory 53 (6):597-612.
    We propose a new relational direction in higher education that acknowledges external and internal images as integrated in thinking and learning. We expand educational theory and practice that commonly rely on discrete conceptual developments that exclude images. Our argument epistemologically relies on certain semiotic views that consider the role of iconic signs and iconicity (meaning making by the virtue of similarity) as significant in relation to knowledge and learning. The analogical and imaginative work required to discover similarity between external pictures (...)
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