Rethinking Educational Theory and Practice in Times of Visual Media: Learning as Image-Concept Integration

Autor/inn/en	Lackovic, Nataša; Olteanu, Alin
Titel	Rethinking Educational Theory and Practice in Times of Visual Media: Learning as Image-Concept Integration
Quelle	In: Educational Philosophy and Theory, 53 (2021) 6, S.597-612 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lackovic, Nataša)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2020.1799783
Schlagwörter	Educational Theories; Higher Education; Imagery; Epistemology; Semiotics; Learning Processes; Pictorial Stimuli; Creative Thinking; Transformative Learning; Educational Philosophy; Schemata (Cognition); Teaching Methods; Illustrations + Suchen Sie Ihr Suchwort? Educational theory; Theory of education; Bildungstheorie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Metaphorik; Erkenntnistheorie; Semiotik; Learning process; Lernprozess; Fantasieanregung; Kreatives Denken; Pädagogische Transformation; Bildungsphilosophie; Erziehungsphilosophie; Cognition; Schema; Kognition; Teaching method; Lehrmethode; Unterrichtsmethode; Bildliche Darstellung
Abstract	We propose a new relational direction in higher education that acknowledges external and internal images as integrated in thinking and learning. We expand educational theory and practice that commonly rely on discrete conceptual developments that exclude images. Our argument epistemologically relies on certain semiotic views that consider the role of iconic signs and iconicity (meaning making by the virtue of similarity) as significant in relation to knowledge and learning. The analogical and imaginative work required to discover similarity between external pictures and any educational concept is a form of iconic mind work that opens a space for transformational thinking and creative solutions. The novelty of our argument lies in the schematic philosophy of mind by C.S. Peirce, and specifically, an adaptation of Peirce's triadic sign diagram for learning, exemplified via an 'inquiry graphic' sign and reflective method. This outlook seeks connections in diversity, arguing for an education that acknowledges and teaches intrinsic human relatedness to other humans, beings and things in the environment, thus challenging any notions of anthropocentrism and superiority. It calls for a reaction in international higher education to acknowledge the iconicity of concepts and thinking and embrace integrated image-concept signs for deep and critical teaching-learning, towards a modest educational contribution to counteracting social and environmental crises. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01