SEMIÓTICA Y VERDAD: LA REALIDAD DEL SIGNO DESDE LA PSICOLOGÍA DEL DESARROLLO

La relación entre significación y verdad ha sido, para algunas tradiciones, una marca definitoria del hecho semiótico. Este planteo vale tanto para abordajes lógico-epistémicos, atentos especialmente a la noción de referencia, como para modelizaciones desde la noción de lengua saussureana, concentradas en el mecanismo sígnico (respectivamente, referencialistas y significacionistas). Junto con ello, los dos tipos de abordaje, el primero trabajando desde la proposición, el segundo desde las oposiciones del nivel significante, conciben esencialmente la semiosis desde la matriz lingüística, y ambos convergen finalmente en pensar la verdad como un problema de coherencia interna. Se analizan ambas tradiciones, mostrando sus puntos de afinidad y divergencia, y con apoyo en la psicología del desarrollo de la infancia temprana se objeta que el nexo entre procesos de semiosis y de cognición puede entenderse como originario. En consecuencia, se discute que la semiótica como disciplina deba plantearse límites en términos veritativos o epistémicos. Abstract: The relationship between meaning and truth has been, for some traditions, a defining mark of the semiotic fact. This is valid both for logical-epistemic approaches, paying special attention to the notion of reference, and for modelizations based on Saussure's notion of langue, centered on the signification mechanism (respectively, referentialists and significationists). Together with this, the two types of approach, the first working from the proposition, the second from the oppositions of the signifying level, essentially conceive the semiosis from the linguistic matrix, and both finally converge in thinking the truth as a problem of internal coherence. Both traditions are analyzed, showing their points of affinity and divergence, and with support in the psychology of early childhood development it is objected that the nexus between semiotic processes and cognition can be understood as original. Consequently, it is discussed that semiotics as a discipline should be delimited by truth or epistemic terms.

Harmonization of the Education Curriculum at Pesantren Al Falah Gorontalo: An Educational Philosophy Study

Pesantren (Islamic boarding schools) have become character-building institutions trusted by the Indonesian people; however, as educational institutions, pesantren must adapt to the national education curriculum which can be challenging. The purpose of this study was to critically identify and analyze the implementation of the educational curriculum at the pesantren Al Falah Gorontalo, based on the educational philosophy point of view. A qualitative approach was employed, using the hermeneutics method. Interpretation, description, synthetic analysis, internal coherence, holistic, reflection, and heuristics were used. The results indicated that the pesantren Al Falah Gorontalo combined two educational curriculums. Analysis from the educational philosophy perspective found that the implementation of education was based on essentialism educational philosophical ideas, which assume that education is full of flexibility and helps students to adhere to noble values, spiritual characteristics, and human guidance to achieve a more noble life. Keywords: pesantren, curriculum, combination, essentialism, education

The Educational Philosophy of Pesantren Al-Falah and Its Contribution to Character Development

Pesantren or Islamic boarding schools are religious-based educational institutions that are popular in Indonesia. Unfortunately, pesantren education patterns have not been widely studied because the pattern of education is considered different from formal education in Indonesia. Unlike pesantren, formal education only focuses on the cognitive aspects of academics and ignores the psychomotor-affective aspects. This study aimed to examine the aspects of educational philosophy that exist in the education system at the pesantren Al Falah Gorontalo and their contribution to the development of character education for middle-high school students in Indonesia. This was a philosophical research study which used the perspective of educational philosophy. A qualitative approach was employed, using the hermeneutic method, and data were collected through library research, strengthened by in-depth interviews. Interpretation, description, synthetic analysis, internal coherence, holistic, reflection, and heuristics were used. Several pedagogical aspects were found in the learning process that prevails at the Al Falah Islamic Boarding School. These are associated with the educational goals and curriculum, which involves several important streams in educational philosophy, namely essentialism, progressivism, and perennialism. The pesantren Al Falah Gorontalo also upholds several important values in the education process, including relating to religion, unity, human values, togetherness, and independence. These values can be internalized by adolescents through education and can contribute in building the character of students. Keywords: pesantren, character education, educational philosophy, values, religion

The Contribution of the Pragmatism Educational Philosophy in the Implementation of Pancasila Education During Distance Learning

The implementation of Pancasila education faces major challenges during distance learning. The lack of meeting face-to-face and the high level of human dependence on technology makes it difficult for students to internalize the values of Pancasila. Therefore, efforts to realize the goal of meaningful education are hampered. The purpose of this study was to describe and analyze the contribution of the pragmatism educational philosophy as a solution to overcome the obstacles in implementing Pancasila education. This was field research based on philosophical perspectives combined with library research. Description, analysis, synthesis, interpretation, internal coherence, and heuristics were used. The results showed that experience supports the success of education according to the pragmatism educational philosophy. In order for the values of Pancasila to be effectively internalized, these values need to be integrated into the learning process experience. The pragmatism perspective of “learning by doing” can be a strategy to integrate the process of internalizing the Pancasila values into the interaction patterns of educators and students through technology. Keywords: meaningful education, Pancasila, values, internalization, pragmatism, experience

A PROPOSAL FOR RECALIBRATION OF A VOCABULARY LEVELS TEST AS DIAGNOSIS OF LATE BILINGUALS’ L2 PROFICIENCY

his study explores the recalibration and adequacy of a measure of vocabulary size – the Vocabulary Levels Test (VLT) – as a predictor of Brazilian Portuguese-English speakers’ ability to access grammatical representations through their non-dominant language. Such endeavor concerns a specific part of the test (composed majorly by cognates) which has been blurring the results when participants are natives in Latin-derived languages, such as Brazilian Portuguese. A new test (nVLT) was designed, with a novel version of this problematic part (level 4) present in the older test that, now, avoids the proliferation of cognates. Both versions were applied to a number of Brazilian participants and the results were correlated with another proficiency measure, taken from an acceptability judgment task designed according to the model reported in Souza et al (2015). When the low-proficiency participants took the VLT, there were a decreasing pattern in their scores from the first level of the exam all the way to level 3 (because each level is harder than the preceding). But, when they got to level 4, which is “harder” than level 3, their scores increased surprisingly, and then decreased again in level 5. When they performed the nVLT, which has a level 4 recalibrated (without latin cognates), the decreasing pattern was maintained evenly through the whole test. These results from nVLT show an internal coherence of the test due to the recalibration.

An internal model approach for motor behavior

Interacting with the environment requires a remarkable ability to control, learn, and adapt motor skills to ever-changing conditions. The intriguing complexity involved in the process of controlling, learning, and adapting motor skills has led to the development of many theoretical approaches to explain and investigate motor behavior. This paper will present a theoretical approach built upon the top-down mode of motor control that shows substantial internal coherence and has a large and growing body of empirical evidence: The Internal Models. The Internal Models are representations of the external world within the CNS, which learn to predict this external world, simulate behaviors based on sensory inputs, and transform these predictions into motor actions. We present the Internal Models’ background based on two main structures, Inverse and Forward models, explain how they work, and present some applicability.

Writing the Colony: Walter Edward Gudgeon in the Cook Islands, 1898-1909

<p>Recent decades have witnessed a number of challenges from a variety of perspectives to long-standing depictions of the processes and relationships of colonisation. In particular, questions have been raised about its supposedly binary nature, the internal coherence of the elements of coloniser and colonised, and the stability of both its institutions and its ideology. Framed as an exercise in an interdisciplinary Pacific Studies, this thesis draws on those perspectives to provide insights into one particular colonial experience and to examine the extent to which they are borne out by the representations appearing in the writings of a New Zealand colonial administrator, Walter Edward Gudgeon, in the Cook Islands. To that end I have assembled a text comprising his major personal and official documents; provided some background on Gudgeon himself, the intellectual currents of the time, and the Cook Islands; represented as accurately as I could the representations appearing in his writing; read that writing as far as possible in terms of the text itself; and arrived at a number of conclusions from that reading. I have also considered the contribution such a text-based approach may offer to a Pacific Studies which aspires to be interdisciplinary. I conclude that my reading of the text supports the more recent perspectives on the colonial project by revealing in Gudgeon a number of contradictions, ambiguities, anxieties, uncertainties, and fears that do not appear in existing accounts of the Cook Islands colonial experience and justify a re-examination of that whole experience. Finally, I suggest that the validity of my approach is supported by those results and that such approaches provide one vehicle for the pursuit of an interdisciplinary Pacific Studies.</p>

Writing the Colony: Walter Edward Gudgeon in the Cook Islands, 1898-1909

<p>Recent decades have witnessed a number of challenges from a variety of perspectives to long-standing depictions of the processes and relationships of colonisation. In particular, questions have been raised about its supposedly binary nature, the internal coherence of the elements of coloniser and colonised, and the stability of both its institutions and its ideology. Framed as an exercise in an interdisciplinary Pacific Studies, this thesis draws on those perspectives to provide insights into one particular colonial experience and to examine the extent to which they are borne out by the representations appearing in the writings of a New Zealand colonial administrator, Walter Edward Gudgeon, in the Cook Islands. To that end I have assembled a text comprising his major personal and official documents; provided some background on Gudgeon himself, the intellectual currents of the time, and the Cook Islands; represented as accurately as I could the representations appearing in his writing; read that writing as far as possible in terms of the text itself; and arrived at a number of conclusions from that reading. I have also considered the contribution such a text-based approach may offer to a Pacific Studies which aspires to be interdisciplinary. I conclude that my reading of the text supports the more recent perspectives on the colonial project by revealing in Gudgeon a number of contradictions, ambiguities, anxieties, uncertainties, and fears that do not appear in existing accounts of the Cook Islands colonial experience and justify a re-examination of that whole experience. Finally, I suggest that the validity of my approach is supported by those results and that such approaches provide one vehicle for the pursuit of an interdisciplinary Pacific Studies.</p>

Custom, Law, and Monarchy

Ancien régime France did not have a unified law. Legal relations of the people were governed by a disorganized amalgam of norms, including provincial and local customs (coutumes), elements of Roman law and canon law that together formed jus commune, royal edicts and ordinances, and judicial decisions, all coexisting with little apparent internal coherence. The multiplicity of laws and the fragmentation of jurisdiction were the defining features of the monarchical era. A key subject in European legal history is the metamorphosis of popular customs into customary law, which covered a broad spectrum of what we call today private law. This book sets forth the evolution of law in late medieval and early modern France, from the thirteenth through the end of the eighteenth century, with particular emphasis on the royal campaigns to record and reform customs in the sixteenth century. The codification of customs in the name of the king solidified the legislative authority of the crown, the essential element of the absolute monarchy. Achievements of French legal humanism brought French custom and Roman law together to lay the foundation for the French law. The Civil Code of 1804 was the culmination of these centuries of work. Juristic, political, and constitutional approaches to the early modern state allow an understanding of French history in a continuum.

Paternalism: A Flawed Basis for Liberty-limiting Policies?

This article discusses coercive paternalism, a concept of liberty-limitations that has gained significant attention in recent decades. In opposition to the libertarian type of paternalism proposed by the well-known ‘Nudgers’ Richard H. Thaler and Cass R. Sunstein (2008), Sarah Conly (2013) advocates coercive interventions in Against Autonomy: Justifying Coercive Paternalism. Her influential work serves as a basis for scrutinizing the validity of coercive paternalism’s presuppositions as well as the internal coherence of the concept. Following the fundamental groundwork of especially Joel Feinberg and Gerald Dworkin, arguments against coercive paternalism are evaluated. They include the reciprocal (rather than unilateral) relationship between the ‘present self’ and the ‘future self’ in the paternalist’s account, the questionable legitimacy of punishment for self-harming behaviour and of coercion in general, the challenges of so-called ‘perfectionism’ and slippery-slopes, as well as a misconception about the alleged lack of rationality that serves as a justification for coercive paternalism. The article concludes by suggesting that – given the flaws of the concept – it may be reasonable to favour soft paternalism à la John Stuart Mill based on the harm principle over Conly’s proposal for a more extensive form of coercive paternalism.