David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jonathan Jenkins Ichikawa
Jack Alan Reynolds
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Educational Philosophy and Theory 43 (10):1135-1144 (2011)
In this article, I attempt to describe how certain theoretical constructions of semiotics could be applied in educational theoretical work. First I introduce meaning as a basic concept of semiotics, thus also touching on concepts such as action, competence and causality. I am then able to define learning as a change of competences, and also refer to the pedagogical concept of learning i.e. Bildung, which can be roughly defined as valuable human learning. I then take up the problem of education as pedagogical direction and communication. Finally, I conclude with some considerations on the famous Greimassian semiotic square
|Keywords||meaning semiotics education theory of education action|
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References found in this work BETA
Lawrence H. Davis (1979). Theory of Action. Prentice Hall.
Jakob von Uexküll (1982). The Theory of Meaning. Semiotica 42 (1).
Ian Westbury, Stefan Hopmann & Kurt Riquarts (eds.) (2000). Teaching as a Reflective Practice: The German Didaktik Tradition. L. Erlbaum Associates.
Citations of this work BETA
Eetu Pikkarainen (2014). Competence as a Key Concept of Educational Theory: A Semiotic Point of View. Journal of Philosophy of Education 48 (4):621-636.
Alin Olteanu (2014). The Semiosic Evolution of Education. Journal of Philosophy of Education 48 (3):457-473.
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