Mihaly Szivos
Teaching Semiotics. Some Fundamental Pieces of Experience from Hungary.
Abstract
Theses for the teaching of semiotics at universities
1. The priority of theoretical semiotics
2. The unity of theoretical, descriptive and applied semiotics in the teaching
3. Different and interesting subjects for the students as examples
4. The separation of semiotics from the cultural history and culturology
5. The clear differentiation and presentation of subdisciplines of semiotics, as well as their role in the teaching
I would like to argue for these principles in my contribution.
Bionote
SZIVOS Mihaly studied sociology, philosophy, history and mathematics at the University ELTE Budapest. He graduated in sociology and history in 1977, and obtained two MA. In 1991 he had got his Ph.D. degree in philosophy. He was senior researcher at the HAS-UP Networked Research Group for Regional Development and Development Studies for 27 years
and in the Institute of Philosophy of the Hungarian Academy of Sciences (HAS) 1990-1998. Now he is part-time professor at the University ELTE, lecturing on theoretical semiotics in English. He is the president of the Semiotic Working Committee of the HAS. He is the Coordinator of the Working Group of Theoretical Semiotics of the IASS-AIS. In philosophy, his research fields include the theory of tacit knowledge, the history of philosophical thinking in the 20th century in Hungary and some areas of Classical German Philosophy. In semiotics, he deals with theoretical semiotics, literary semiotics and the theory of sign-acts. He
published papers in English, French, German and Hungarian languages. Books: The Theory of Tacit Knowledge (2005); From the Sign to the Code. Systematic Semiotics (2013); Theory of Sign-acts (2014); The Turning-points in the History of the Discovery of Tacit Knowledge and the Unconscious. The General Theory of Tacit Knowledge (2017).
Abstract
Theses for the teaching of semiotics at universities
1. The priority of theoretical semiotics
2. The unity of theoretical, descriptive and applied semiotics in the teaching
3. Different and interesting subjects for the students as examples
4. The separation of semiotics from the cultural history and culturology
5. The clear differentiation and presentation of subdisciplines of semiotics, as well as their role in the teaching
I would like to argue for these principles in my contribution.
Bionote
SZIVOS Mihaly studied sociology, philosophy, history and mathematics at the University ELTE Budapest. He graduated in sociology and history in 1977, and obtained two MA. In 1991 he had got his Ph.D. degree in philosophy. He was senior researcher at the HAS-UP Networked Research Group for Regional Development and Development Studies for 27 years
and in the Institute of Philosophy of the Hungarian Academy of Sciences (HAS) 1990-1998. Now he is part-time professor at the University ELTE, lecturing on theoretical semiotics in English. He is the president of the Semiotic Working Committee of the HAS. He is the Coordinator of the Working Group of Theoretical Semiotics of the IASS-AIS. In philosophy, his research fields include the theory of tacit knowledge, the history of philosophical thinking in the 20th century in Hungary and some areas of Classical German Philosophy. In semiotics, he deals with theoretical semiotics, literary semiotics and the theory of sign-acts. He
published papers in English, French, German and Hungarian languages. Books: The Theory of Tacit Knowledge (2005); From the Sign to the Code. Systematic Semiotics (2013); Theory of Sign-acts (2014); The Turning-points in the History of the Discovery of Tacit Knowledge and the Unconscious. The General Theory of Tacit Knowledge (2017).