Description
Book SynopsisSemiotic 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
Trade Review
"An increasingly important and complex concept in society, "learning" is raising new questions and challenges within research. As partial as I may be, here, I feel that semiotics is properly equipped to crack at least a few answers – which, alone, is a good reason to engage into the reading of this monograph. But there is more. The five authors reflect the current landscape of edusemiotics in diverse yet complementary ways, producing a "pentagon" of approaches that is convincing in terms of competence, originality and argumentation. An excellent piece of work!"
Prof. Dr. Dario Martinelli, Director of the International Semiotics Institute.
"[In this review] we do hope to convey at least a sense of the multiform, complex, and insightful nature of this multivoiced editorial enterprise. Each of the five authors investigates different aspects of learning and education, at times even differing in their interpretation of major semiotic perspectives, but complementing each other and reflecting the live nature of current debate in this domain, united in their common quest for a semiotic grounding of learning and education, without hesitating to challenge traditional approaches from other disciplines such as psychology and sociology, when deemed necessary."
Susan Petrilli, 'Learning and education in the global sign network', Semiotica 2020; 234: 317-420.
Table of ContentsIntroduction
Andrew Stables, Winfried Nöth, Alin Olteanu, Sebastien Pesce and Eetu Pikkarainen
Section 1: Andrew Stables
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- The Limits of Learning
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Andrew Stables
- The Semiotic Encounter
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Andrew Stables
- Semiosis, Education and Society: Affecting Encounters
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Andrew Stables
Section 2: Winfried Nöth
- Education in the Domain of Thirdness
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Winfried Nöth
- Education in the Domain of Secondness
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Winfried Nöth
- Education in the Domain of Firstness
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Winfried Nöth
Section 3: Alin Olteanu
- Ecosemiotics as a Theory of Learning
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Alin Olteanu
- Ecology, Love and Learning
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Alin Olteanu
- Sexuality as a Case of Ecological Learning
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Alin Olteanu
Section 4: Sebastien Pesce
- From Comprehensive Research to Semiotic Approaches to Education: A Subjective Genealogy of Educational Semiotics
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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
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Sebastien Pesce
- Training Semiotically Wise Teachers: Rhetoric of Inquiry, Epistemology of Action and Habit Change
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Sebastien Pesce
Section 5: Eetu Pikkarainen
- Learning and Semiotic Theory
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Eetu Pikkarainen
- Ontology of Learning (and Semiotics)
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Eetu Pikkarainen
- Human Learning: Education and Bildung
Eetu Pikkarainen
