Semiotics And Hermeneutics Of The Everyday

The linchpin of the momentous paradigm shift that produced the new hermeneutics of everyday life was a focus on people as active agents in various cultural contexts, uses and practices, the merging of the conventional distinctions between the private and the public, the local and the global, the material and the symbolic, and the bridging of the agency/structure divide marking grand historical and cultural narratives. In their place, a wealth of new kinds of narratives were produced out what ...

Navigating through different realist and nominalist traditions, Timo Eskola suggests that signs are about conditions and functions and participate in a web of relations. Questioning Derridean poststructuralism, the author reinstates Benveniste’s hermeneutics of enunciation and suggests a new approach to metatheology.

The individual chapters written by scholars of the Department of Ge­ne­ral Pedagogy at the University of Wrocław included in the volume offered to the Readers, showcase selected variants and problems of the hermeneutical and critical approaches to educational practice and research. The general pedagogy we practice in this way reveals its interdisciplinary character, drawing on the resources and achievements of philosophy, sociology, psychology, cultural anthropology, religious studies, and political sciences. By deliberately adopting such an approach, general pedagogy becomes the basic science of pedagogy; one of its major tasks is the integration and criticism of knowledge about education and the study of education and its broadly understood contexts, a knowledge which is produced not only in numerous disciplines of humanities and social sciences. This ambitious task undertaken by many theoreticians and researchers of education all over the world calls for a continuous effort to review the resources of dynamically changing and transforming scientific knowledge and to draw on contemporary and historically significant philosophy. Translating these experiences into the resources of general pedagogy requires from us the effort of understanding the languages of contemporary humanities, social sciences and multicultural societies, as well as the effort of critical thinking, which can recognize and take into account the entanglement of scientific knowledge in social ideas and practices, its conflicts, inequalities and asymmetric discourses. Hence the general pedagogy we practice, exploring the area of ideology (religion) and utopias present in everyday educational practice, implements the vision of bringing closer these two approaches (hermeneutical and critical). We believe that such a general pedagogy, engaged, practiced with passion, aware of its present social context and its past and of the urgent needs, theoretical and practical difficulties, a pedagogy that explores the possible shapes of the future, is both necessary and inspiring. It addresses new topics and offers novel approaches, revises well-established and newly proposed findings, is aware of opportunities and threats. Nevertheless, the chapters written by us are integral, self-contained wholes, just as their authors retain their intellectual and research autonomy, which can be seen in the issues we choose, the mode of their presentation and addressing.

This book emphasizes the ontological foundation of signs, a semiotic perspective that opens the way to culture. It extends the reader’s understanding of the semiotic process by problematizing the concept of “sign” beyond its classical definitions. Its didactic explanations allow a progressive design of the spiritual function of signs, and, as such, it will appeal to students concerned with understanding human nature. The book will also be of interest to professors and researchers, as well as anyone interested in the field of the Humanities

This volume brings together a collection of papers on the general theoretical and methodological problems in the historiography of semiotics. It is not a history in the conventional sense, even though the main periods and figures in the development of semiotics are given due prominence. Nevertheless, it should offer the reader stimulation and food for thought in the critical approach to even the least questioned facts of semiotic history and the emphasis given to hitherto neglected problems and persons.