Signs as functions: Edusemiotic and ontological foundations for a semiotic concept of a sign
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Eetu Pikkarainen
Abstract
As a branch of theoretical semiotics that aims to contribute to the development of the theory of both semiotics and education, edusemiotics must also problematize the most foundational semiotic conceptions of sign and semiosis. The biosemiotic notion that a sign relation is necessarily dependent on learning restricts semiotics to the biological sphere, to living beings. This fits well with education, which can be seen as transition from the zoosemiotic sphere to the anthroposemiotic sphere. However this radical discontinuity between living and non-living spheres makes it difficult to understand how signs and semiosis are viable at all and what their basic nature is. Ontologically we can imagine that sign relations must also be somehow based on the features of non-living beings. In this article I will analyze how a concept of a sign can be seen as a general model of interaction between any beings. This paper develops the conception of semiosis and signification with regard to the competence (or habits) of the subject experiencing the meaning. Such task requires the explication of the ontological basis of semiosis – a step often perceived as dangerous by semioticians or ignored by educators.
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©2016 by De Gruyter Mouton
Artikel in diesem Heft
- 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
Artikel in diesem Heft
- 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
