Perceived ontological levels and language games: the problem of analysis as a scholarly and educational ideal.

Abstract This paper argues against assuming that analysis, in the sense of breaking things into their constituent parts, can result in understanding of either universal truths or unequivocal local realities. “Analysis” most commonly refers to the process of looking into things to identify their constituent parts and the relations between them. To Kant, an analytic fact is self-evident. However, a phenomenon is only recognized as such at particular ontological, or perceptual, levels; when approached as a series of sub-phenomena, the question to which we are responding is not “what is this made of,” so much as “what are you reminded of when you look into this?” Therefore, analysis is a process of semiotic interpretation rather than pure logic: the response to a series of prompts in a particular context, where those responses are individual variations on sociocultural habits of response. Analysis is therefore analogical and intersubjective, and this should be recognized within educational and scholarly practices. On this account, ontological levels are better understood as perceptual levels. Analysis should therefore be preceded by explanatory sensitivity, as construals of any entity are dependent on the contexts that locate that entity. Some practical examples and implications for education are offered.</jats:p

Edusemiotics as Process Semiotics::towards a new model of semiosis for teaching and learning

AbstractStandard definitions posit the sign as a discrete entity in relation with other signs and standing for an object (either physical or psychological). Thus the sign has two roles, as prompt and as substitutive representation. The latter raises difficult questions about the relationship of the semiotic to the non-semiotic or pre-semiotic, which can be resolved logically (as in Peirce) or rejected as unanswerable (as in Saussure), but which can never be satisfactorily resolved empirically as the phenomenal cannot be divorced from the semiotic. This impasse can be resolved if we drop the assumption that the sign is essentially substitutive. The assumption of discrete entities, at either the phenomenal or the noumenal levels, is a function of discredited substance metaphysics. On a process metaphysical account, the reality of the sign is not attached to the discreteness of any pre-existing entity. The sign remains as prompt and as relational but not (other than sometimes with respect to other signs) substitutive. Rather than defined as standing for an object, the sign can now be regarded much more simply as a feature of an event. This conception of the sign is explored in terms of its implications for teaching and learning.</jats:p

Learning and adaptation from a semiotic perspective

This paper discusses the relation between learning and adaptation, arguing that the current state of the art in semiotics suggests a continuity between the two. An overview of the relevant theories in this regard, as considered in semiotics, reveals an embodied and environmental account of learning, where language plays an important but nevertheless limited role. Learning and adaptation are seen as inseparable cases of semiotic modelling. Such a construal of these opens up new pathways towards a nondualist philosophy and theory of education

Why no human rights charter for Asia?

April 1992.A research paper written for the Human Rights law course in the Master of Master of Laws programme of the University of Hong Kong (1991-92).published_or_final_versio

A brief review on frictional pressure drop reduction studies for laminar and turbulent flow in helically coiled tubes

This review, summarises the pertinent literature on drag reduction (DR) in laminar and turbulent flow in coiled tubes. Due to their compact design, ease of manufacture and superior fluid mixing properties, helically coiled tubes are widely used in numerous industries. However, flow through coiled tubes yields enhanced frictional pressure drops and thus, drag reduction is desirable as it can: decrease the system energy consumption, increase the flow rate and reduce the pipe and pump size. The main findings and correlations for the friction factor are summarised for drag reduction with the: injection of air bubbles and addition of surfactant and polymer additives. The purpose of this study is to provide researchers in academia and industry with a concise and practical summary of the relevant correlations and supporting theory for the calculation of the frictional pressure drop with drag reducing additives in coiled tubes. A significant scope for future research has also been identified in the fields of: air bubble and polymer drag reduction techniques

Predicating from an early age: edusemiotics and the potential of children’s preconceptions

This paper aims to explain how semiotics and constructivism can collaborate in an educational epistemology by developing a joint approach to prescientific conceptions. Empirical data and findings of constructivist research are interpreted in the light of Peirce’s semiotics. Peirce’s semiotics is an anti-psychologistic logic (CP 2.252; CP 4.551; W 8:15; Pietarinen in Signs of logic, Springer, Dordrecht, 2006; Stjernfelt in Diagrammatology. An investigation on the borderlines of phenomenology, ontology and semiotics, Springer, Dordrecht, 2007) and relational logic. Constructivism was traditionally developed within psychology and sociology and, therefore, some incompatibilities can be expected between these two schools. While acknowledging the differences, we explain that constructivism and semiotics share the assumption of realism that knowledge can only be developed upon knowledge and, therefore, an epistemological collaboration is possible. The semiotic analysis performed confirms the constructivist results and provides a further insight into the teacher-student relation. Like the constructivist approach, Peirce’s doctrine of agapism infers that the personal dimension of teaching must not be ignored. Thus, we argue for the importance of genuine sympathy in teaching attitudes. More broadly, the article also contributes to the development of postmodern humanities. At the end of the modern age, the humanities are passing through a critical period of transformation. There is a growing interest in semiotics and semiotic philosophy in many areas of the humanities. Such a case, on which we draw, is the development of a theoretical semiotic approach to education, namely edusemiotics (Stables and Semetsky, Pedagogy and edusemiotics: theoretical challenge/practical opportunities, Sense Publishers, Rotterdam, 2015)