AMBIENTUM BIOETHICA BIOLOGIA CHEMIA DIGITALIA DRAMATICA EDUCATIO ARTIS GYMNAST. ENGINEERING EPHEMERIDES EUROPAEA GEOGRAPHIA GEOLOGIA HISTORIA HISTORIA ARTIUM INFORMATICA IURISPRUDENTIA MATHEMATICA MUSICA NEGOTIA OECONOMICA PHILOLOGIA PHILOSOPHIA PHYSICA POLITICA PSYCHOLOGIA-PAEDAGOGIA SOCIOLOGIA THEOLOGIA CATHOLICA THEOLOGIA CATHOLICA LATIN THEOLOGIA GR.-CATH. VARAD THEOLOGIA ORTHODOXA THEOLOGIA REF. TRANSYLVAN
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Authors: PHILIPPE SÉRO-GUILLAUME.
DOI: 10.24193/subbphilo.2019.4.03
Published Online: 2019-12-15
Published Print: 2019-12-30
pp. 59-76
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New Teaching Perspectives from Working with Young People with Hearing Disabilities. Language is not a particular case of the semiotic function. That is why it seems possible to me, even if there is no strict historical coincidence, to postulate a convergence not yet noticed between the evolutions of the two manifestations of the semiotic function, the image and the language representations. To do that, I will refer to the structural evolution of languages proposed by Gustave Guillaume, with its three linguistic areas, and to that of the balancing forms of Jean Piaget’s genetic epistemology with its three stages. The research field is a vast one. Here I will limit myself to trying to show that language and its grammar are, for the discourse of a speaker of a tertiary language, what perspective is for the figurative image (painted or drawn) of an artist of the Western world. More precisely, perspective and grammar ensure the same function of knowing how to allow prominence to the vision of the one expressing himself/herself and by doing so they can both introduce space into representation.
Keywords: French, hearing disability, sign language, Gustave Guillaume’s pedagogy and psychomechanics.
