Towards a semiotic theory of learning: Deleuze's philosophy and educational experience
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Inna Semetsky
Inna Semetsky (b. 1948). Her research interests include semiotics and communication, philosophy of education, spiritual and moral education, and cognitive science. Her recent publications include ‘From design to self-organization, or a proper structure for a proper function’ (2005);
Deleuze, Education, and Becoming (2006); ‘Tarot as a projective technique’ (2006); and ‘The Language of Signs: Semiosis and the memories of the future’ (2006).
Abstract
The paper examines Gilles Deleuze's metaphor of rhizome as a new image of thought. Multiple connections enabled by multidirectional rhizomatic lines contribute to the creation of concepts. Deleuze's potential contribution to educational theory is specified in terms of the pedagogy of the concept. The creation of concepts is a function of experience and is inseparable from affects and percepts. Deleuze's method of a-signifying semiotics is posited as indispensable for interpreting and evaluating experience and creating new meanings. The paper contends that Deleuze's semiotic approach may be considered as representing a significant contribution to learning theories, specifically in terms of becoming as learning from experience. The paper concludes by suggesting that creativity and novelty become the necessary outcomes of the learning process and as such may be considered as educational objectives embedded in the transformational pragmatics of sign-process.
About the author
Inna Semetsky (b. 1948). Her research interests include semiotics and communication, philosophy of education, spiritual and moral education, and cognitive science. Her recent publications include ‘From design to self-organization, or a proper structure for a proper function’ (2005); Deleuze, Education, and Becoming (2006); ‘Tarot as a projective technique’ (2006); and ‘The Language of Signs: Semiosis and the memories of the future’ (2006).
© 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
