The give and take between semiotics and second-order cybernetics
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Jeanette Bopry
Jeanette Bopry (b. 1951). Her research interests include teacher epistemology, and the application of cybenetic and semiotic theory to educational practice. Her recent publications include ‘Epistemology, semiotics, and inquiry’ (2002); and ‘A semiotic analysis of Krippendorff's recursive (cybernetic) model of communication’ (2004).
Abstract
In this paper, I describe what I consider to be some of the similarities between semiotics and second-order cybernetics. Particular attention is paid to the importance of interpretation and recursion in both fields. A distinction is made between the concept of representation in representational realism and representation as the stand-for relationship. Two models derived from cybernetic theory, ‘a recursive theory of communication’ and ‘levels of experience,’ are discussed from a semiotic perspective and possible educational implications are described.
About the author
Jeanette Bopry (b. 1951). Her research interests include teacher epistemology, and the application of cybenetic and semiotic theory to educational practice. Her recent publications include ‘Epistemology, semiotics, and inquiry’ (2002); and ‘A semiotic analysis of Krippendorff's recursive (cybernetic) model of communication’ (2004).
© 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
