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  1. Educating Semiosis: Foundational Concepts for an Ecological Edusemiotic.Cary Campbell - 2018 - Studies in Philosophy and Education 38 (3):291-317.
    Many edusemiotic writers have begun to closely align edusemitoics to biosemiotics; the basic logic being that, if the life process can be defined through the criterion of semiotic engagement, so can the learning process :373–387, 2006). Thus, the ecological concept of umwelt has come to be a central area of investigation for edusemiotics; allowing theorists to address learning and living concurrently, from the perspective of meaning and significance. To address the conceptual and experiential foundations of the edusemiotic perspective, this paper (...)
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  • A paradigm shift in giftedness research: integrating critical realism’s ontology, epistemology, and methodology.Kubra Kirca Demirbaga - 2024 - Journal of Critical Realism 23 (3):292-312.
    This paper discusses the integration of critical realist ontology, epistemology, and methodology into giftedness and gifted education research. Although there is no consensus about the complex nature of giftedness, a paradigmatic shift is underway, emphasizing the impact of contextual and social factors in shaping gifted performance. Despite this shift, the ontological, epistemological, and methodological stances are often overlooked, leading to an incomplete understanding of the complex interaction between individuals and their context and constraining the potential to offer realistic and functional (...)
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