Description
Semiotic 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 the area. In light of this, the book offers a range of possible interpretations of major semiotic theorists, unsettling assumptions while offering a fresh, and still developing, series of perspectives on learning from academics grounded in semiotics.
Semiotic Theory of Learning is a timely and valuable text that will be of great interest to academics, researchers and postgraduates working in the fields of educational studies, semiotics, psychology, philosophy, applied linguistics and media studies.
Table of Contents
Introduction
Andrew Stables, Winfried Nöth, Alin Olteanu, Sebastien Pesce and Eetu Pikkarainen
Section 1: Andrew Stables
- The Limits of Learning
- The Semiotic Encounter
- Semiosis, Education and Society: Affecting Encounters
- Education in the Domain of Thirdness
- Education in the Domain of Secondness
- Education in the Domain of Firstness
- Ecosemiotics as a Theory of Learning
- Ecology, Love and Learning
- Sexuality as a Case of Ecological Learning
- From Comprehensive Research to Semiotic Approaches to Education: A Subjective Genealogy of Educational Semiotics
- Signs, Significance and Semioses in the classroom: Multimodality, Narrativity, Dialogism and Rhetoric as Cornerstones of a Fully Semiotic Perspective on Teaching and Learning
- Training Semiotically Wise Teachers: Rhetoric of Inquiry, Epistemology of Action and Habit Change
- Learning and Semiotic Theory
- Ontology of Learning (and Semiotics)
- Human Learning: Education and Bildung
Andrew Stables
Andrew Stables
Andrew Stables
Section 2: Winfried Nöth
Winfried Nöth
Winfried Nöth
Winfried Nöth
Section 3: Alin Olteanu
Alin Olteanu
Alin Olteanu
Alin Olteanu
Section 4: Sebastien Pesce
Sebastien Pesce
Sebastien Pesce
Sebastien Pesce
Section 5: Eetu Pikkarainen
Eetu Pikkarainen
Eetu Pikkarainen
Eetu Pikkarainen
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- 電子書籍
- 紙の爆弾 - ２０１６年４月号
