Abstract
This introductory chapter presents an overview of the defining characteristics and distinguishing features of educational semiotics. The chapter traces some marks in the history of edusemiotics as a novel branch in philosophy of education that, albeit so far very briefly, has already had an interdisciplinary impact and inspired the research strands highlighted in this handbook. As a new theoretical foundation , edusemiotics also represents a conceptual shift from the mainly psychological research that characterizes the applied field known as semiotics in education. Edusemiotics is an integrative conceptual framework that aims to overcome the persistent legacy of Cartesian dualism both in theory and in practice. Edusemiotics centers on learning experiences comprising a process of growth and evolution of signs in which both teachers and students can find significance and meaning. While focusing on the signs of experience, edusemiotics has strong onto/logical presuppositions that affect our conceptions of what constitutes this very experience, subjectivity, and reason; thus having important implications for pedagogy and policy .
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Semetsky, I. (2017). Introduction: A Primer on Edusemiotics. In: Semetsky, I. (eds) Edusemiotics – A Handbook. Springer, Singapore. https://doi.org/10.1007/978-981-10-1495-6_1
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