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(2017) Edusemiotics, Dordrecht, Springer.
Mind asembodiedin nature—in contrast to thehumanmind andnatural worldbeing consideredbinarycategories as separate Cartesian substances that oppose each other—is a feature of edusemiotics.Edusemioticsposits the transformation ofhabits, inthoughtand action alike, at its core and aims to not only explore such a process theoretically but also enable it at the level of practice. This chapter draws from Charles S. Peirce's semiotics andJohn Dewey'seducational philosophy to demonstrate that not onlyhabit-takingbut alsohabit-breakingare intrinsic to semiosis as theaction of signsthat cuts acrossmind–bodydualism and allows us to becomeawareof our very habits as unconscious dispositions. Peirce's and Dewey's approach to learning from and byexperienceprovides a theoreticalfoundationfor this formalization. The chapter alsobridgesthe discourses in humanities and sciences by bringing into the conversation the cutting-edgescience of coordination dynamicswith its corresponding philosophy ofcomplementary pairsthat has an uncannyaffinitywith semiotics as the science of signs. The chapter concludes by considering anedusemioticapproach to moraleducation.
Publication details
DOI: 10.1007/978-981-10-1495-6_10
Full citation:
Semetsky, I. (2017)., The embodied mind: education as the transformation of habits, in I. Semetsky (ed.), Edusemiotics, Dordrecht, Springer, pp. 137-150.
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