I︠u︡. M. Lotman

Bio: I︠u︡. M. Lotman is an academic researcher. The author has contributed to research in topics: Semiotics & Semiosphere. The author has an hindex of 17, co-authored 49 publications receiving 1661 citations.

Universe of the Mind: A Semiotic Theory of Culture

Abstract: Universe of the Mind A Semiotic Theory of CultureYuri M. LotmanIntroduction by Umberto Eco Translated by Ann ShukmanA major book by one of the initiators of cultural studies. "Universe of the Mind is an ambitious, complex, and wide-ranging book that semioticians, textual critics, and those interested in cultural studies will find stimulating and immensely suggestive." Journal of Communication"Soviet semiotics offers a distinctive, richly productive approach to literary and cultural studies and Universe of the Mind represents a summation of the intellectual career of the man who has done most to guarantee this." Slavic and East European JournalUniverse of the Mind addresses three main areas: meaning and text, culture, and history. The result is a full-scale attempt to demonstrate the workings of the semiotic space or intellectual world. Part One is concerned with the ways that texts generate meaning. Part Two addresses Lotman s central idea of the semiosphere the domain in which all semiotic systems can function presented through an analogy with the global biosphere. Part Three focuses on semiotics from the point of view of history.A seminal text in cultural semiotics, the book s ambitious scope also makes it applicable to disciplines outside semiotics. The book will be of great interest to those concerned with cultural studies, anthropology, Slavic studies, critical theory, philosophy, and historiography.Yuri Mikhailovich Lotman is the founder of the Moscow-Tartu School and the initiator of the discipline of cultural semiotics."

Boundary Crossing and Boundary Objects

Abstract: Diversity and mobility in education and work present a paramount challenge that needs better conceptualization in educational theory. This challenge has been addressed by educational scholars with the notion of boundaries, particularly by the concepts of boundary crossing and boundary objects. Although studies on boundary crossing and boundary objects emphasize that boundaries carry learning potential, it is not explicated in what way they do so. By reviewing this literature, this article offers an understanding of boundaries as dialogical phenomena. The review of the literature reveals four potential learning mechanisms that can take place at boundaries: identification, coordination, reflection, and transformation. These mechanisms show various ways in which sociocultural differences and resulting discontinuities in action and interaction can come to function as resources for development of intersecting identities and practices.

Methodology of the oppressed

Abstract: In a work with far-reaching implications, Chela Sandoval does no less than revise the genealogy of theory over the past thirty years, inserting what she terms "U.S. Third World feminism" into the narrative in a way that thoroughly alters our perspective on contemporary culture and subjectivity.What Sandoval has identified is a language, a rhetoric of resistance to postmodern cultural conditions. U.S liberation movements of the post-World War II era generated specific modes of oppositional consciousness. Out of these emerged a new activity of consciousness and language Sandoval calls the "methodology of the oppressed". This methodology -- born of the strains of the cultural and identity struggles that currently mark global exchange -- holds out the possibility of a new historical moment, a new citizen-subject, and a new form of alliance consciousness and politics. Utilizing semiotics and U.S. Third World feminist criticism, Sandoval demonstrates how this methodology mobilizes love as a category of critical analysis. Rendering this approach in all its specifics, Methodology of the Oppressed gives rise to an alternative mode of criticism opening new perspectives on a theoretical, literary, aesthetic, social movement, or psychic expression.

Ministry of Education and Science of the Russian Federation

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Questions in Time: Investigating the Structure and Dynamics of Unfolding Classroom Discourse

Abstract: In the 1st-ever use of event-history analysis to investigate discourse processes quantitatively, this study recasts understanding of discourse in terms of the (a) antecedents and (b) consequences of discourse participant "moves" as they (c) affect the inertia of the discourse and accordingly structure unfolding discourse processes. The method is used to compute the probabilities of the effects of particular discourse moves on subsequent discourse patterns and to measure and systematically contrast static (macrosocial) and dynamic (microsocial) conditions prompting and sustaining dialogic discourse. Theoretically, the authors draw on Russian scholar Mikhail Bakhtin's epistemological distinctions between monologic and dialogic discourse to identify pedagogically rich sequences of teacher-student interaction as dialogic spells and discussion, which the authors' previous work has shown to contribute to achievement. Empirically, the authors examine data collected in hundreds of observations of more than 200 8t...

Universe of the Mind: A Semiotic Theory of Culture

Abstract: Universe of the Mind:. Semiotic Theory of Culture. Yuri M. Lotman. Bloomington and Indianapolis: Indiana University Press, 1990.288 pp. $45.00 (cloth)