Institutional Pedagogy and Semiosis: Investigating the missing link between Peirce's semiotics and effective semiotics

Educational Philosophy and Theory 43 (10):1145-1160 (2011)
My aim in this paper is to show the relevance of an ‘effective semiotics’; that is, a field study based upon Peirce's semiotics. The general context of this investigation is educational semiotics rather than semiotics of teaching: I am concerned with a general approach of educational processes, not with skills and curricula. My paper is grounded in a field study that I carried out in a school, L'Ecole de la Neuville, implementing Institutional Pedagogy in France. I first investigate the relevance of Peirce's semiotics in such a context. I then propose several definitions for the word ‘institution’, referring to the core concepts of this particular pedagogy, before describing the concept of ‘institution-sign’, which is considered a useful tool for making effective connections between several aspects of semiotics. I finally assert that an institution constitutes a tool that allows teachers to favour semiosis in educational contexts
Keywords fieldwork  Institutional Pedagogy  semiosis  meaning‐making  Educational semiotics
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DOI 10.1111/j.1469-5812.2009.00633.x
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Peirce's Rhetorical Turn: Conceptualizing Education as Semiosis.Torill Strand - 2013 - Educational Philosophy and Theory 45 (7):789-803.
The Offerings of Fringe Figures and Migrants.A. -Chr Engels-Schwarzpaul - 2015 - Educational Philosophy and Theory 47 (11):1211-1226.
The Semiosic Evolution of Education.Alin Olteanu - 2014 - Journal of Philosophy of Education 48 (3):457-473.

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