The list of participants for TSIC 2017 seminar, arranged in alphabetical order.
Natalija Arlauskaite
Institute of International Relations and Political Science, Vilnius University, Lithuania |
How much semiotics do we actually need?
Moderated discussion. |
Svetlana Bochaver
The Institute of Linguistics, Russian Academy of Sciences |
Marketing semiotics: an attempt of course creation.
Together with the founders of the Education Lab «Kosmos» we created a course «Semiotics in Marketing: reaching consumers' hearts» (http://semiotics.kosmos.one/). While many scholars in the US and Europe study applied semiotics and marketing semiotics, in Russia this field is still underdeveloped, it is not very popular with academics and even less popular with private sector firms. Our course addresses the professionals who work in Russia in marketing and advertising and for those who would like to deepen their knowledge of culture and communication. |
Mikhail Ilyin
National Research University Higher School of Economics, Russian Academy of Science |
Teaching semiotics in its core and on its marches
Semioticians define the domain of their studies differently. Thus, Charles Morris divided semiotics into pure and descriptive. Hans-Heinrich Lieb singled out general semiotics along with its special and applied subdivisions. Winfried Nöth distinguishes theoretical and applied semiotics. It would be only logical conclude that the core (pure, general, theoretical, universal etc.) is enveloped by successive tiers of peripheries – either relatively ‘purified’ and substantially common or more specific and even applied. This distinction constitutes a basic frame for education purposes. |
Ivan Fomin
National Research University Higher School of Economics, Russian Academy of Science |
Semiotic beyond semiotics: Revisiting the (sub)disciplinary boundaries
Charles Morris (1938) argues that semiotics can be developed into two subdivisions, which are pure semiotic and descriptive semiotic. But, as Hans-Heinrich Lieb (1971) marks, it is “tentative” to develop this dichotomy into a trichotomy of general semiotic, special semiotic and applied semiotic. I would try to contribute to the idea of tripartite semiotics using Peirce’s concept of Firstness, Secondness and Thirdness and proposing to distinguish between third, second and first semiotics. |
Veranika Furs
European Humanities University, Lithuania |
Semiotic analysis in the media courses teaching: personal experience, problemes and perspectives.
The presentation is focused on the possibilities of semiotic methods application in teaching of some courses for Media and Communication program students in EHU. I’d like to share my personal experience of teaching such courses as Practices of Literary Texts Analysis, Popular Literature Phenomenon and Transmedia Storytelling, in which the students learn to apply semiotic methodology for media texts analysis as well as for creation of the final projects of these courses. |
Sergei Kruk
Riga Stradiņš University, Latvia |
Anxiety about sign
This presentation discusses teaching of semiotics to students of political and communication sciences. In order to bring the basic ideas of semiotics to my students I demonstrate its usefulness by analysing the current political and media events as particular manifestations of different concepts of sign held by communicators. Post-truth politics including transborder propaganda has become an especially vivid example of manipulations with the public’s understanding of the nature of sign. |
Mohammed Maleky
Benghazi Lab for Semiotics and Discourse Analysis (BLSDA), Libya |
The relation between reading strategies and higher brain functions: Lessons from quantum biology and biosemiotics (Framing training experiments for distant teaching).
In our paper we will discuss relationships of Dynamic semiosis between quantum biology behavior and reading strategies of higher brain functions. It would the scientific achievement in "Quantum biology," might have on the human brain and its mechanisms. In the process of meaning production (Semiosis) and Quantum thinking, major myths of language will be affected: the right and wrong, either with us or against us, defeat or victory, zeros or ones). It is the language of Quantum and Chaos: possibility, probability and diversity. |
Yuliya Martinavichene
European Humanities University, Lithuania |
Applied semiotics, or How I taught students stop worrying and love the science of signs.
Today's educational environment is a highly dynamic and constantly changing field that ceaselessly reassesses its global relevance as well as ability to generate revenue and contribute to economic growth. Research excellence is also often evaluated through the lens of its economic contribution. Is there a place for semiotics in this context, and what semiotics do we need at university – in a world where advanced and emerging industries are predominantly created by STEM alumni? |
Dario Martinelli
Kaunas University of Technology, Lithuania |
Semiotics: challenges and opportunities in teaching, research and institutional affairs
The goal of this presentation is to draw a picture of the current state of the art of semiotics within the academic environment, in relation to pedagogical activities, research and different forms of institution (private, governmental, funding sources, etc.). |
Inna Merkoulova
FMSH & STIH, Paris-Sorbonne University, France |
Algirdas Julien Greimas and Lev Karsavin: a dialogue between semiotics and philosophy.
Our research is devoted to a dialogue between semiotics and philosophy. We will present our translation into French of the little-known text of the French-Lithuanian semiotician Algirdas Julien Greimas (1917 - 1992) about his relationship with the Russian philosopher, poet and historian-medievalist Lev Karsavin (1882-1952), who was his professor at the University of Lithuania in Kaunas in the 1930s. Under the influence of the approach and ideas of Karsavin, Greimas will return to the dialogue with his teacher in 1987, with the book "On imperfection". |
Alin Olteanu
Kaunas University of Technology, Lithuania |
Learning as modelling: a biosemiotic proposal for digital humanities.
Drawing on recent research in semiotics I construe learning as modelling (pragmatization of the environment). From this perspective, learning, as sought for in educational settings, is not contrasted to the phenomenon of adaption. For instance, Charles Peirce considered that reasoning is not a peculiarity of humans, but a continuous phenomenon of signification that started in the geologically distant past. This implies a non-logocentric understanding of humanity and a non-anthropocentric understanding of learning. |
Almira Ousmanova
European Humanities University, Lithuania |
"How to Make Our Ideas Clear”: Tips and Tricks on Teaching Semiotics for Beginners
Taking some propositions formulated by by Charles Sanders Peirce - one of the «father figures» of contemporary semiotics, - in his seminal text How to Make Our Ideas Clear (1878) as a starting point for my presentation, I would like to focus on discussing some problems that relate to the teaching of semiotics in post/structuralist, post/soviet, post/analog era. |
Mykola Polovyi
Vasyl' Stus Donetsk National University, Ukraine |
The specifics of applied semiotics’ didactics in a teaching of political science
The purpose of this statement is to describe some challenges of teaching semiotics’ elements to students of political science. There are no disciplines dedicated to semiotics in majority of modern university curriculum on political science in Ukraine. At the same time, originally semiotics concepts without reference to semiotics are used within the framework of separate disciplines. The mentioned adversely affects perception of semiotics by students, consequently the understanding is absent at all. |
Mihaly Szivos
Working Group of Theoretical Semiotics at the IASS-AIS and the ELTE University, Hungary |
Teaching Semiotics. Some Fundamental Pieces of Experience from Hungary.
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. |
Suren Zolyan
Institute for Humanities, Im. Kant Baltic Federal University, Russia; IPSL of NAS of the Republic of Armenia |
Social Semiotics and Semiotics of Culture: Unum Ex Duobus.
The development and specialization of semiotics lead to a formation of its various types. Currently, there are such rather developed and commonly recognized disciplines as semiotics of culture, biosemiotics, social, logical and linguistic semiotics. Besides, as it seems, different other semiotics have been waiting for their full recognition (Political, Legal, Medical, Cyber, Ecological, etc ). Are they separate disciplines differing by methods and objects, or are they different domains of application of general semiotic approaches to non-linguistic objects? We intend to consider this dilemma with reference to such disciplines as semiotics of culture and social semiotics. |