You can’t make this stuff up.
My soon-to-appear “Education à la Silhouette: The Need for Semiotically-Informed Curriculum Consciousness.” Semiotica 164, no. 1/4 (2007): pp. 235-329.) begins with a brief excerpt from the NBC Today show in which test scores are equated with “smartness” (see below), in a story on “Two recent studies [that] [...]
Category Archives: semiotics
Does chewing gum make students smarter?
April 15, 2007 – 9:29 pm
Kenneth Burke, identity / identification, Activity Theory
February 14, 2007 – 2:03 pm
While I’m at it with Kenneth Burke, here’s another favorite passage , on “identification,” illustrated with a provocative, if not downright disturbing, classroom scenario.
Included in the two pages linked above, Burke writes:
constructivism v. postpositivism
January 24, 2007 – 1:29 pm
I am very interested in the general question of constructivism v. postpositivism, however, and I have a paper coming out soon that the reader would be interested in, I think. It should be published sometime this spring, and the citation will be: Whitson, James Anthony. “Education À La Silhouette: The Need for Semiotically-Informed Curriculum Consciousness.” Semiotica 164, no. 1/4 (2007): 235-329.
Sunstein & “social knowledge”
October 14, 2006 – 2:59 pm
In the future I will be writing more about the crucial difference between these two senses of “information.” They are such different ideas that I need to adopt different ways of signifying them. For now, I’m thinking of differentially using “in-formation” juxtaposed with “info-mation.” It seems to me that this could work. What do you think?
