In moments of unprecedented crisis, education and learning are found in myriad ways, currently with broader functions and interrelations with other disciplines. Therefore, a holistic approach must understand the scope and breadth of diverse crises and their potential forms of solutions and human interactions to propel solutions. A different approach to education must be taken. One that centers individuals as part of making meaning by themselves and which sees them as part of creating, innovating, and implementing solutions. In consequence, three disciplinary turns are thought of:

1. the semiotic turn = research as sense making. In contrast to the idea of thinking research as a practice that communicates (researcher role) findings and meanings based strictly on participants' accounts/voices, the semiotic turn emphasizes what the differences are within a common ground. This semiotic turn avoids the approach to research as an objective meaning-making seeker, that is, findings and meanings solely expressed in an empirical form (based on quantifiable data, whether that is quant or qual). It is more about the rhetorical aspect of the findings, which seeks for differential interest, for example, in the intentions to participate in a research. An interest is in the intersubjectivity between researcher and subject, an avoidance of dualities, seeking for empathy within relations.

2. the social turn = contradicts the idea of knowledge as the product or a means to be represented by statistics, singular units, or any other quantifiable data (facts, for example) that speaks about how much a person knows or for how long can he/she remember that fact. The social turn recognizes ways of knowing that take into account an experiential factor where the individual is bringing their body, language, and experience into real world actual processs. Some examples of this approach include project-based learning, active making from conceptualization or ideation to realization, artifact creation, collaboration works, and collective intelligence. In this format, the sources of research/learning are not facts, data, numbers, or statistics but the actual products/works put together, created, and the process itself of making it.

3. the ontological turn = speaks about the relationships of knowledge and computers and the approach individuals take to the use of computers, particularly AI. A learning/research virtue will now be in how to operationalize procedures in the computer that render information to be efficiently used to expand the human capacity instead of substituting human intelectuality.

These three turns are ought to speak to the futures of education which is presented as the new philosophy as it entails to interrelate and create bridges between disciplines. The result is to propel researchers who are able to navigate between microdynamics of mediated meaning (concepts, words, feelings, humans) and macro-dynamics of meaning in contexts (represented by machine learnings, AI, algorythms, etc.).

• Maria Serrano Abreu

This is a remarkable document. The semiotics of empathy I found very provocative, along with the call for a renewed focus on education as a generative area of inquiry.

• Anthony Rud