By Kirsi Tirri, Elina Kuusisto

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It seems suitably cautious to operate on the basis of the third answer unless or until one can be convinced of either the first or the second, by rational argument, empirical evidence, or (better still to most modern 40 SEMIOTICS AS A PHILOSOPHY FOR EDUCATION: FROM CONCEPTS TO SIGNS commentators) a combination of the two. Philosophy, on all accounts, should seek the answer rather than assume it. Consider some common assumptions about reason in terms of this simple, but universally significant problem.

Kegan, R. (1982). The evolving self: Problem and process in human development. Cambridge, MA: Harvard University Press. Kegan, R. (2000). What “form” transforms? A constructive-developmental approach to transformative learning. In J. ), Learning as transformation. Critical perspectives on a theory in progress (pp. 35–70). San Francisco: Jossey-Bass. , & Lonka, K. (2013). How are situational academic emotions related to teacher students’ general learning profiles? In K. Tirri & E. ), Interaction in Educational Domains (pp.

Journal of Transformative Education, 8(1), 42–62. Mälkki, K. (2011). Theorizing the nature of reflection. (Doctoral dissertation). University of Helsinki: Institute of Behavioural Sciences. , & Green, L. (2013). Navigational aids: The phenomenology of transformative learning. Manuscript submitted for publication. , & Wilson, J. P. (2011). Learning in the panic zone: strategies for managing learner anxiety. Journal of European Industrial Training, 35(5), 420–438. Pavlov, I. (1927). Conditioned reflexes: An investigation of the physiological activity of the cerebral cortex (G.

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