Semiosis, Dewey and Difference: Implications for Pragmatic Philosophy of Education

Contemporary Pragmatism 5 (1):147-161 (2008)
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Abstract

A fully semiotic perspective on living and learning draws on poststructuralism in seeing meaning and learning as deferred, and avoids mind-body substance dualism by means of collapsing the signal-sign distinction. This article explores the potential for, and constraints on the 'sign' as a meaningful unit of analysis for universal application among the human sciences. It compares and contrasts this fully semiotic approach with the educational philosophy of John Dewey, concluding that if Dewey had problematized the signal-sign distinction, his legacy for education might have significantly different

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10.1163/18758185-90000085

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Citations of this work

Peirce and Rationalism: Is Peirce a Fully Semiotic Philosopher?Andrew Stables - 2014 - Journal of Philosophy of Education 48 (4):591-603.
Making Meaning and Using Natural Resources: Education and Sustainability.Andrew Stables - 2010 - Journal of Philosophy of Education 44 (1):137-151.
The Semiosic Evolution of Education.Alin Olteanu - 2014 - Journal of Philosophy of Education 48 (3):457-473.

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References found in this work

The reflex arc concept in psychology.John Dewey - 1896 - Psychological Review 3:357-370.
The Reflex Arc Concept in Psychology.J. Dewey - 1896 - Philosophical Review 5:649.
My pedagogic Creed.John Dewey - 2008 - In David J. Flinders & Stephen J. Thornton (eds.), The Curriculum Studies Reader. Washington: Routledge.

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