Abstract
This paper addresses a theory/practice nexus represented by a semiotic system of Tarot pictures as iconic signs. Tarot will be analyzed from the perspective of Charles S. Peirce’s and Gilles Deleuze’s philosophies. Tarot functions as a diagram or the included third between “self” and “other,” which are traditionally taken as binary opposites. It thus partakes of the “monster” as a grotesque and ambiguous category that betrays a strict boundary between habitual dualisms, such as mind and world, consciousness and the unconscious, human and divine. While Tarot is usually perceived as irrational and illogical if not altogether “monstrous,” it is the logic of the included middle that enables its functioning. Genuine signs have a triadic structure that includes interpretants crossing over human and non-human natures. The process of reading and interpreting Tarot signs represents specific hermeneutics and constitutes exopedagogy as an alternative form of education partaking of a posthuman dimension. As indices, Tarot pictures refer to the whole gamut of human experiences, and the hermeneutics of Tarot allows us to evaluate experience and to learn from it.
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©2016 by De Gruyter Mouton
Articles in the same Issue
- Frontmatter
- Editorial
- Contemporary approaches to a pedagogy of process
- Signs as functions: Edusemiotic and ontological foundations for a semiotic concept of a sign
- Edusemiotics as process semiotics: Towards a new model of semiosis for teaching and learning
- The implications for education of Peirce’s agapist principle
- Writing and Différance
- Seeing through the metaphor: The OECD quality toolbox for early childhood
- Values, edusemiotics, and intercultural dialogue: From Russia with questions
- Usage de l’objet, signification et émergence de la conscience à l’étape préverbale du développement: Une perspective édusémiotique
- Les intuitions édusémiotiques des grands pédagogues : Engagement sémiotique, théorie de l’enquête et narrativité
- Edusemiotics and Karl-Otto Apel’s transcendental semiotics
- Edusemiotics of meaningful learning experience: Revisiting Kant’s pedagogical paradox and Greimas’ semiotic square
- Can design inquiry advance edusemiotics? Rethinking factual information and imaginative interpretation
- Monstrous hermeneutics: Learning from diagrams
- Learning to take play seriously: Peirce, Bateson, and Huizinga on the sacrality of play
Articles in the same Issue
- Frontmatter
- Editorial
- Contemporary approaches to a pedagogy of process
- Signs as functions: Edusemiotic and ontological foundations for a semiotic concept of a sign
- Edusemiotics as process semiotics: Towards a new model of semiosis for teaching and learning
- The implications for education of Peirce’s agapist principle
- Writing and Différance
- Seeing through the metaphor: The OECD quality toolbox for early childhood
- Values, edusemiotics, and intercultural dialogue: From Russia with questions
- Usage de l’objet, signification et émergence de la conscience à l’étape préverbale du développement: Une perspective édusémiotique
- Les intuitions édusémiotiques des grands pédagogues : Engagement sémiotique, théorie de l’enquête et narrativité
- Edusemiotics and Karl-Otto Apel’s transcendental semiotics
- Edusemiotics of meaningful learning experience: Revisiting Kant’s pedagogical paradox and Greimas’ semiotic square
- Can design inquiry advance edusemiotics? Rethinking factual information and imaginative interpretation
- Monstrous hermeneutics: Learning from diagrams
- Learning to take play seriously: Peirce, Bateson, and Huizinga on the sacrality of play