• An academic discipline, or any other semiotic domain, for that matter, is not primarily content, in the sense of facts and principles. It is rather primarily a lived and historically changing set of distinctive social practices. It is in these practices that 'content' is generated, debated, and transformed via certain distinctive ways of thinking, talking, valuing, acting, and, often, writing and reading.

    James Paul Gee (2014). “What Video Games Have to Teach Us About Learning and Literacy. Second Edition”, p.21, Macmillan