Semiotic Theory of Learning

New Perspectives in the Philosophy of Education
1. Auflage 2020
ISBN: 978-0-367-48780-5
Verlag: Routledge

Buch, Englisch, 242 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 377 g

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.

Zielgruppe

Postgraduate and Professional

Autoren/Hrsg.

Stables, Andrew

Nöth, Winfried

Olteanu, Alin

Pesce, Sébastien

Pikkarainen, Eetu

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik

Inhaltsverzeichnis

Introduction

Andrew Stables, Winfried Nöth, Alin Olteanu, Sebastien Pesce and Eetu Pikkarainen

Section 1: Andrew Stables

- The Limits of Learning

Andrew Stables

- The Semiotic Encounter

Andrew Stables

- Semiosis, Education and Society: Affecting Encounters

Andrew Stables

Section 2: Winfried Nöth

- Education in the Domain of Thirdness

Winfried Nöth

- Education in the Domain of Secondness

Winfried Nöth

- Education in the Domain of Firstness

Winfried Nöth

Section 3: Alin Olteanu

- Ecosemiotics as a Theory of Learning

Alin Olteanu

- Ecology, Love and Learning

Alin Olteanu

- Sexuality as a Case of Ecological Learning

Alin Olteanu

Section 4: Sebastien Pesce

- From Comprehensive Research to Semiotic Approaches to Education: A Subjective Genealogy of Educational Semiotics

Sebastien Pesce

- Signs, Significance and Semioses in the classroom: Multimodality, Narrativity, Dialogism and Rhetoric as Cornerstones of a Fully Semiotic Perspective on Teaching and Learning

Sebastien Pesce

- Training Semiotically Wise Teachers: Rhetoric of Inquiry, Epistemology of Action and Habit Change

Sebastien Pesce

Section 5: Eetu Pikkarainen

- Learning and Semiotic Theory

Eetu Pikkarainen

- Ontology of Learning (and Semiotics)

Eetu Pikkarainen

- Human Learning: Education and Bildung

Eetu Pikkarainen

Über Autor(innen)

Andrew Stables is Professor Emeritus in Education and Philosophy at Roehampton University, London and a Senior Researcher at the International Semiotics Institute, Kaunas Technological University, Lithuania.

Winfried Nöth is currently based at the University of Kassel in Germany.

Alin Olteanu is a Postdoctoral Researcher at Kaunas University of Technology, Lithuania.

Eetu Pikkarainen is currently a Lecturer in the Faculty of Education and Open University of University of Oulu, Finland.

Sébastien Pesce is Assistant Professor of Educational Studies at the University of Tours, France.