Values, edusemiotics, and intercultural dialogue: From Russia with questions
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 o...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Semetsky, Inna [verfasserIn] Gavrov, Sergey [verfasserIn] |
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E-Artikel |
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De Gruyter ; 2016 |
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17 |
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Walter de Gruyter Online Zeitschriften |
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| Übergeordnetes Werk: |
Enthalten in: Semiotica - Berlin [u.a.] : Mouton de Gruyter, 1969, 2016(2016), 212 vom: 28. Juni, Seite 111-127 |
| Übergeordnetes Werk: |
volume:2016 ; year:2016 ; number:212 ; day:28 ; month:06 ; pages:111-127 ; extent:17 |
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| DOI / URN: |
10.1515/sem-2016-0127 |
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NLEJ248178121 |
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| 520 | |a 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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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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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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<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">NLEJ248178121</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20220820040453.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">220814s2016 xx |||||o 00| ||und c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1515/sem-2016-0127</subfield><subfield code="2">doi</subfield></datafield><datafield tag="028" ind1="5" ind2="2"><subfield code="a">articles2015-2020.pp</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)NLEJ248178121</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Semetsky, Inna</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Values, edusemiotics, and intercultural dialogue: From Russia with questions</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="b">De Gruyter</subfield><subfield code="c">2016</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">17</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">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. 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Juni, Seite 111-127</subfield><subfield code="w">(DE-627)NLEJ248236822</subfield><subfield code="w">(DE-600)2044265-8</subfield><subfield code="x">1613-3692</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:2016</subfield><subfield code="g">year:2016</subfield><subfield code="g">number:212</subfield><subfield code="g">day:28</subfield><subfield code="g">month:06</subfield><subfield code="g">pages:111-127</subfield><subfield code="g">extent:17</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doi.org/10.1515/sem-2016-0127</subfield><subfield code="z">Deutschlandweit zugänglich</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_U</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-1-DGR</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_NL_ARTICLE</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">2016</subfield><subfield code="j">2016</subfield><subfield code="e">212</subfield><subfield code="b">28</subfield><subfield code="c">6</subfield><subfield code="h">111-127</subfield><subfield code="g">17</subfield></datafield></record></collection>
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