Semiotic Theory of Learning

New Perspectives in the Philosophy of Education

Andrew Stables, Winfried Nöth, Alin Olteanu, Sébastien Pesce, Eetu Pikkarainen

• Publisher: Routledge
• Year: 2018
• ISBN:
  9781351725163
• Edition: 1
• Topic: Education
• Subtopic: Education General

Semiotic Theory of Learning asks what learning is and what brings it about, challenging the hegemony of psychological and sociological constructions of learning in order to develop a burgeoning literature in semiotics as an educational foundation. Drawing on theoretical research and its application in empirical studies, the book attempts to avoid the problematization of the distinction between theory and practice in semiotics. It covers topics such as signs, significance and semiosis; the ontology of learning; the limits of learning; ecosemiotics; ecology and sexuality.

The book is written by five of the key figures in the semiotics field, each committed to the belief that living is a process of interaction through acts of signification with a signifying environment. While the authors are agreed on the value of semiotic frameworks, the book aims not to present an entirely coherent line in every respect, but rather to reflect ongoing scholarship and debates in the area. In light of this, the book offers a range of possible interpretations of major semiotic theorists, unsettling assumptions while offering a fresh, and still developing, series of perspectives on learning from academics grounded in semiotics.

Semiotic Theory of Learning is a timely and valuable text that will be of great interest to academics, researchers and postgraduates working in the fields of educational studies, semiotics, psychology, philosophy, applied linguistics and media studies.

Index

abduction 84, 88, 94–96, 99, 162–163

abstraction 109

accountability, in education 49–50

achievement 45

action: as control of perceptions 209–210; deed as structural element of 192; description of 192; environment of 216–217; as future orientated 45; habits of 180–183, 197; human action and Bildung 215–219; as interaction between subject and object 193–194, 197; internal 194, 216; meaning effects 192–194; negative feedback system 206–208; semiotics of 193; trial and error and 221

action theoretical semiotics 5, 191–192

activity repository 175

aesthetic development 45

agapasm 69–70, 107, 134, 140–141

agapastic love 80

agency, as contextualised 19

alloscopy 122, 133–134

atersense 79

altruism 117, 124, 131, 141

anancasm 70

anthroposemiotics 44

argument 84–85, 104–105; abductive reasoning 95; inductive 61

Aristotle 30, 60

aspirations, tension between institutional and individual 47–48

atomic theory 28–30

automatic mode 211

Avebury 39–40

Bacon, Francis 96

Barrena, Sara 94–96

becoming 48

behaviourism 32

belief-habits, learning as creator of 65–66

beliefs: expectations created by 66; fixation of 75

Berkeley, Bishop 30

Biesta, Gert 52

Bildsamkeit 219

Bildung 5; human action and 215–219; modal learning 222–225; responsibility and 219–220

biosemiotics 44, 104, 107, 113, 114; breadth of 204; embodiment 139–140; notion of the body 121–123; physiosemiotics distinct from 205; scaffolding and 4; sexuality 131–141; suprasubjective view of learning and 111; violence and 126–127

Black, Max 154

Blumer, Herbert 149–150

body: biosemiotic approach to the 121–123; as icon 133–134

Brandt, Per Aage 122

Bruner, Jerome 4

Buddhism 11, 19, 30, 51–52

Burch, Robert 21

Burke, Kenneth 169, 176

capitalist economy 136, 138

categories of phenomena: Firstness 87–99; Secondness 73–85; Thirdness 59–71

causality 203–204

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Table of contents

• Cover
• Title
• Copyright
• Contents
• Introduction
• SECTION I Andrew Stables
• SECTION II Winfried Nöth
• SECTION III Alin Olteanu
• SECTION IV Sébastien Pesce
• SECTION V Eetu Pikkarainen
• Index