Abstract
Mind asembodied in nature—in contrast to thehuman mind andnatural world being consideredbinary categories as separate Cartesian substances that oppose each other—is a feature of edusemiotics.Edusemiotics posits the transformation ofhabits , inthought and 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’s educational philosophy to demonstrate that not onlyhabit-taking but alsohabit-breaking are intrinsic to semiosis as theaction of signs that cuts acrossmind–body dualism and allows us to becomeaware of our very habits as unconscious dispositions. Peirce’s and Dewey’s approach to learning from and byexperience provides a theoreticalfoundation for this formalization. The chapter alsobridges the discourses in humanities and sciences by bringing into the conversation the cutting-edgescience of coordination dynamics with its corresponding philosophy ofcomplementary pairs that has an uncannyaffinity with semiotics as the science of signs. The chapter concludes by considering anedusemiotic approach to moraleducation .
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Semetsky, I. (2017). The Embodied Mind: Education as the Transformation of Habits. In: Semetsky, I. (eds) Edusemiotics – A Handbook. Springer, Singapore. https://doi.org/10.1007/978-981-10-1495-6_10
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DOI: https://doi.org/10.1007/978-981-10-1495-6_10
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