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The edusemiotics of Tarot: Recovering the lost feminine

  • Inna Semetsky

    Inna Semetsky (b. 1948) is an adjunct professor at the University of Waikato and chief consultant to the Institute for Edusemiotic Studies (IES) in Melbourne, Australia. Her research interests include semiotics, philosophy of education, transpersonal psychology, and futures studies. Her publications include Deleuze, education, and becoming (2006); “Nomadic education” (2008); Semiotics Education Experience (2010); and “Jung and educational theory” (2012).

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Published/Copyright: May 19, 2015

Abstract

The term edusemiotics indicates a novel interdisciplinary field of inquiry at the intersection of educational philosophy, learning theory, and a science of signs. The article explores the semiotics of Tarot images as a mode of informal learning from experiences that are symbolically represented in the language of images as a feminine mode of expression. As embedded in the dynamics of semiosis, the process of reading and interpreting Tarot signs establishes a connection between self and other, subject and object, matter and mind, thus overcoming Cartesian dualism in practice. The implications are profound as Tarot edusemiotics contributes to our moral and intellectual growth.

About the author

Inna Semetsky

Inna Semetsky (b. 1948) is an adjunct professor at the University of Waikato and chief consultant to the Institute for Edusemiotic Studies (IES) in Melbourne, Australia. Her research interests include semiotics, philosophy of education, transpersonal psychology, and futures studies. Her publications include Deleuze, education, and becoming (2006); “Nomadic education” (2008); Semiotics Education Experience (2010); and “Jung and educational theory” (2012).

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Published Online: 2015-5-19
Published in Print: 2015-6-1

©2015 by De Gruyter Mouton

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