Time in Spatial Metalanguage: The Ambiguous Position of Time in Concepts of Sociocultural, Social and Cultural Space

Remm, Tiit

doi:10.3176/tr.2010.4.07

Cited by 3 publications

(2 citation statements)

References 13 publications

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“…As Remm (2010) and Gherlone (2014) have pointed out, Lotman's theory looks more like a spatial theory of culture than a temporal one; the semiosphere is theorized as a synchronic space, in which the question of borders (a spatial dimension therefore) and that of the functional organization of an organic ecosystem are central. However, if we consider his late writings (from 1990 onwards), we can see how any spatial understanding of the cultural sphere always includes a temporal dimension.…”

Section: Lotman and His Approach To Timementioning

confidence: 99%

Entre tempos e espaços: poliglotismo e policronismo em Iúri Lotman

Lorusso

2019

Bakhtiniana, Rev. Estud. Discurso

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RESUMO Não obstante a teoria de Lotman tenha sido frequentemente apresentada como uma teoria semiótica baseada em categorias de espaço, as categorias temporais também se destacam em sua relevância. Se se pode pensar o poliglotismo como um dos principais mecanismos da cultura, também deveríamos considerar igualmente o policronismo. Na verdade, em cada momento da cultura encontramos muitos códigos temporais cujo diálogo interno não se baseia apenas em códigos provenientes de diferentes espaços (no sentido comum de poliglotismo), mas também em códigos de tempos distintos (no sentido de uma espécie de policronia). As reflexões de Lotman sobre tal mecanismo da cultura poderiam contribuir para entender alguns aspectos de nossa sociedade em que encontramos uma forma de presentismo, a dimensão temporal correspondente ao localismo dentro da dimensão especial, produzido pela globalização.

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Section: Lotman and His Approach To Timementioning

confidence: 99%

Entre tempos e espaços: poliglotismo e policronismo em Iúri Lotman

Lorusso

2019

Bakhtiniana, Rev. Estud. Discurso

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“…In their turn, educational practices call for scientific-based guidelines, which can prove instrumental in diagnosing the state of the child's environment, the existing educational organizations, the impact nature and intensity, etc. Remm, draws attention to the fact that the active use of spatial metaphors, as well as making attempts at formalizing spatial models, clarifies the role of space as a simulation system (Remm, 2010). Consecutively, the diagnostic results would allow for correcting educational interactions and predict outcomes and risks.…”

Section: Introductionmentioning

confidence: 99%

Diagnosis Of The Educational Space: The Problem Of Determining Criteria

Akulova¹

2017

European Proceedings of Social and Behavioural Sciences

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The article analyses the problem of determining invariant criteria for the diagnosis of the educational space. A complex of theoretical research methods (ontological and structural analysis, interpretation, concretizing, comparison, modelling) is essential in identifying and characterizing research trends of the space phenomenon in modern socio-humanitarian knowledge, including pedagogy (referred to as a metaphor; physicalist; transition from physicalist to non-physicalist; non-physicalist). This makes it possible to specify essential characteristics of the educational space and single out the invariants, which leads to formulating a set of invariant criteria for the diagnosis of the phenomenon under study. It is found that for the diagnosis of the educational space as a social space subtype the following criteria have to be employed: subject interaction; activity degree of these subjects (in certain cases qualitative orientation of this activity); the nature of the relationship between the interacting subjects (including the measure of referability and membership rating); the correlation between social and cultural components in the relations predominating between the subjects; interaction peculiarities (event evaluation); temporary characteristics of the activity (attitude and its stability measure); the subject's internalization of spatial influences; certain personal changes and changes of the subjects' identity.

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Productive perils: on metaphor as a theory-building device

2018

Linguistic Frontiers

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Metaphors constitute a relevant method for both building and making sense of theories. Semiotics is not exempt from their influence, and an important range of semiotic theories depends on metaphors to be meaningful. In this paper, we wish to examine the place of theory-constitutive metaphors considering the interaction view and the extent to which some areas of semiotics, particularly, the semiotics of culture and biosemiotics, are enriched by having metaphors dominate the way we think about them. The intention of the paper is not to document the different metaphors that have built semiotic theory, but rather to observe through a number of examples that semiotic research contains theory-building metaphors and that these are productive means of developing semiotic thinking further, with the caveat that theory change can be unexpected based on how we build metaphors for our theories.

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Time in Spatial Metalanguage: The Ambiguous Position of Time in Concepts of Sociocultural, Social and Cultural Space

Cited by 3 publications

References 13 publications

Entre tempos e espaços: poliglotismo e policronismo em Iúri Lotman

Entre tempos e espaços: poliglotismo e policronismo em Iúri Lotman

Diagnosis Of The Educational Space: The Problem Of Determining Criteria

Productive perils: on metaphor as a theory-building device

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