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Regina Rex or, a semiotic fable from the end of education
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Gary Shank
Gary Shank (b. 1949). His research interests include semiotic theory, qualitative research methodology, and informal learning research. His major publications include
Qualitative Research: A Personal Skills Approach (2006).
Published/Copyright:
April 16, 2007
Abstract
As soon as Tom heard his phone ring in the middle of the night he knew to listen for the chop-chop of the helicopter blades. By the time he had dressed and brushed his teeth, the chopper was waiting. He ducked the rotors and climbed into the seat.
About the author
Gary Shank
Gary Shank (b. 1949). His research interests include semiotic theory, qualitative research methodology, and informal learning research. His major publications include Qualitative Research: A Personal Skills Approach (2006).
Published Online: 2007-04-16
Published in Print: 2007-04-19
© Walter de Gruyter
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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
