In Inna Semetsky & Andrew Stables (eds.), Pedagogy and Edusemiotics: theoretical challenges/practical opportunities. Sense Publisher. pp. 91-105 (2014)

Eetu Pikkarainen
University of Oulu
How can we theoretically and philosophically study the problem of values and authority in the context of education? The chapter uses the framework of action theoretical semiotics developed mainly on the conceptual structures of Greimassian semiotic theory. This detailed and elaborated theory of human discourse (utilized usually in terms of literary and “cultural” texts) will be expanded by biosemiotic and Peircean points of view to fit in the special problem area of education as transformation or extension from the biosemiotic and zoosemiotic sphere to anthroposemiotic sphere: from nature to culture. The main theoretical starting point for action theoretical semiotics is the concept of meaning which is defined as relationship of an object to the action of the subject. The chapter will connect the action theoretical semiotics to the conception of Bildung and modern idea of the normativity of the rational inference by, e.g., contemporary philosopher of semantics Robert Brandom, to consider the educational implications of this semiotic view.
Keywords philosophy of education  semiotics  values  authority  Brandom R
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References found in this work BETA

From an Ontological Point of View.John Heil - 2003 - Oxford University Press.
Whose Justice? Which Rationality?Alasdair C. MacIntyre - 1988 - University of Notre Dame Press.
Reason in Philosophy: Animating Ideas.Robert Brandom - 2009 - Belknap Press of Harvard University Press.
Thinking Without Words.Jose Luis Bermudez - 2003 - Oxford University Press.

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