Educating the semiotic mind: Introduction to special issue on ‘Semiotics and education’
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Donald J Cunningham
Donald J. Cunningham (b. 1943). His principal research interests are semiotic models of cognition and technology tools to support learning. His recent publications include ‘Minding your gestures’ (2004); ‘Belief, doubt and reason: C. S. Peirce on education’ (with J. Schreiber and C. Moss, 2005); ‘May you teach in interesting times’ (2005); and ‘Masters of our own meaning’ (with A. Baratta and A. Esping, 2005).
Abstract
The astute reader may have noted that my title for this special issue refers to semiotics and education rather than semiotics of education or indeed an education semiotic. The meager conjunctive suggests that the two, semiotics and education, can be usefully considered side by side but the extent to which they are mutually constituted remains to be demonstrated. I (Cunningham 1992) have previously called for ‘steps toward and educational semiotic’ but in my opinion the steps have been small and of uncertain direction. It is my hope that the present volume can contribute some guidance to this quest.
About the author
Donald J. Cunningham (b. 1943). His principal research interests are semiotic models of cognition and technology tools to support learning. His recent publications include ‘Minding your gestures’ (2004); ‘Belief, doubt and reason: C. S. Peirce on education’ (with J. Schreiber and C. Moss, 2005); ‘May you teach in interesting times’ (2005); and ‘Masters of our own meaning’ (with A. Baratta and A. Esping, 2005).
© Walter de Gruyter
Articles in the same Issue
- Educating the semiotic mind: Introduction to special issue on ‘Semiotics and education’
- Diagrammatic reasoning and hypostatic abstraction in statistics education
- The give and take between semiotics and second-order cybernetics
- Conversational structures of ‘reports’ in writing class group work
- Semiosis as an educational instrument: The irrelevance of mediation and the relevance of social capital
- The complementarity of a representational and an epistemological function of signs in scientific activity
- Semiotics and classroom interaction: Mediated discourse, distributed cognition, and the multimodal semiotics of Maguru Panggul pedagogy in two Balinese Gamelan classrooms in the United States
- A preliminary examination of a theoretical model for researching educator beliefs
- Learners' idiosyncratic links as affordances for meaning making in the semiotic process
- Towards a semiotic theory of learning: Deleuze's philosophy and educational experience
- Regina Rex or, a semiotic fable from the end of education
- Reflections on semiotics, visual culture, and pedagogy
- Education à la Silhouette: The need for semiotically-informed curriculum consciousness
Articles in the same Issue
- Educating the semiotic mind: Introduction to special issue on ‘Semiotics and education’
- Diagrammatic reasoning and hypostatic abstraction in statistics education
- The give and take between semiotics and second-order cybernetics
- Conversational structures of ‘reports’ in writing class group work
- Semiosis as an educational instrument: The irrelevance of mediation and the relevance of social capital
- The complementarity of a representational and an epistemological function of signs in scientific activity
- Semiotics and classroom interaction: Mediated discourse, distributed cognition, and the multimodal semiotics of Maguru Panggul pedagogy in two Balinese Gamelan classrooms in the United States
- A preliminary examination of a theoretical model for researching educator beliefs
- Learners' idiosyncratic links as affordances for meaning making in the semiotic process
- Towards a semiotic theory of learning: Deleuze's philosophy and educational experience
- Regina Rex or, a semiotic fable from the end of education
- Reflections on semiotics, visual culture, and pedagogy
- Education à la Silhouette: The need for semiotically-informed curriculum consciousness
