Abstract
This chapter explores the common history shared by semiotics and educational theory . By looking at some of the major moments in the history of semiotics, the chapter elucidates the co-evolution of education and semiotics. The entanglement of education and semiotics, due to their common roots in the hermeneutics of medieval mystical theology, later effectuated some anthropological and ecological bearings that edusemiotics takes into consideration. If we, humans , are the interpreters of the world, we can co-create, ‘read’ and ‘write’ the semiotic reality, the reality of signs, both linguistic and extralinguistic . The chapter critically examines some important texts in the history of philosophy from the perspective of semiotics and in view of the relational dynamics between man and cosmos and their co-evolution. Reading and interpreting the texts by St. Augustine , Ibn Arabi and others elucidates the holistic approach to educational philosophy in conjunction with metaphysics. The chapter contrasts the rich semiotic legacy through history with the non-semiotic dualist philosophy of modernity that oriented education toward utilitarian curriculum thus dismissing the relevance of the body and material environment for the learning process. The chapter stresses the ecological bearing of edusemiotics and considers its present position as a proper continuation of the medieval liberal education project while also acknowledging the importance of contemporary research across biosemiotics and edusemiotics .
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Andreopoulos, A. (2006). Art as theology: From the postmodern to the medieval. London: Equinox Publishing.
Behr, J. (2006). The mystery of Christ: Life in death. Crestwood, NY: St. Vladimir’s Seminary Press.
Deely, J. (1982). Introducing semiotics: Its history and doctrine. Bloomington: Indiana University Press.
Deely, J. (2001). Four ages of understanding: The first postmodern survey of philosophy from ancient times to the turn of the twenty-first century. Toronto: University of Toronto Press.
Deely, J. (2009). Augustine and Poinsot: The protosemiotic development. Scranton, PA: University of Scranton Press.
Eco, U. (1977). Semiotics of theatrical performance. The Drama Review, 21(1), 107–117.
Emmeche, C., & Kull, K. (Eds.). (2011). Towards a semiotic biology: Life is the action of signs. London: Imperial College Press.
Florovsky, G. (1950). Origen, Eusebius and the Iconoclast controversy. Church History, 19, 77–96.
Gough, S., & Stables, A. (2012). Interpretation as adaptation: Education for survival in uncertain times. Curriculum Inquiry, 42(3), 368–385.
Henning, B., & Scarfe, A. (Eds.). (2013). Beyond mechanism: putting life back into biology. Plymouth: Lexington Books.
Lock, C. (1997). Iconic space and the materiality of the sign. Religion and the Arts, 1(4), 6–22.
Lyotard, J. (1979/1989). The postmodern condition: A report on knowledge. Manchester: Manchester University Press.
Manetti, G. (1993). Theories of the sign in classical antiquity. Bloomington: Indiana University Press.
Marmo, C. (1987). The semiotics of John Poinsot. VERSUS, 46, 109–129.
Marmo, C. (2010). La semiotica del XIII secolo [The semiotics of the 13th century]. Milan: Bompiani.
Nöth, W. (1998). Ecosemiotics. Sign System Studies, 26, 332–343.
Nöth, W. (Ed.). (2006). Semiotic bodies, aesthetic embodiments, and cyberbodies. Kassel: Kassel University Press.
Nöth, W. (2014). The semiotics of learning new words. Journal of Philosophy of Education, 48(3), 446–456.
Olteanu, A. (2014). The semiosic evolution of education. Journal of Philosophy of Education, 48(3), 457–473.
Peirce, C. S. (1931–1935; 1958). Collected papers of Charles Sanders Peirce (Vols. 1–6, C. Hartshorne & P. Weiss, Eds.; Vols. 7 and 8, A. Burks, Ed.). Cambridge, MA: Harvard University Press. [cited as CP].
Pikkarainen, E. (2012). Signs of reality—the idea of general Bildung by J. A. Comenius. In P. Siljander, A. Kivelä, & A. Sutinen (Eds.), Theories of Bildung and growth: Connections and controversies between continental educational thinking and American pragmatism (pp. 19–29). Rotterdam: Sense Publishers.
Pikkarainen, E. (2014). Competence as a key concept of educational theory: A semiotic point of view. Journal of Philosophy of Education, 48(4), 621–636.
Sebeok, T. (1994). Signs: An introduction to semiotics. Toronto: University of Toronto Press.
Semetsky, I. (2006). Deleuze, education and becoming. Rotterdam: Sense Publishers.
Semetsky, I. (2010a). The folds of experience, or: Constructing the pedagogy of values. Educational Philosophy and Theory, 42(4), 476–488.
Semetsky, I. (Ed.). (2010b). Semiotics education experience. Rotterdam: Sense Publishers.
Semetsky, I. (2013). The edusemiotics of images: Essays on the art~science of Tarot. Rotterdam: Sense Publishers.
Semetsky, I. (2014). Taking the edusemiotic turn: A body~mind approach to education. Journal of Philosophy of Education, 48(3), 490–506.
St. Augustine. (2008). De Doctrina Christiana [The Christian Doctrine]. Oxford: Oxford University Press.
St. Dionysius the Areopagite. (1897). The complete works of Dionysius the Areopagite (J. Parker, Trans.). Grand Rapids: Christian Classics Ethereal Library.
Stables, A. (2005). Living and learning as semiotic engagement: A new theory of education. Lewiston, NY: Edwin Mellen Press.
Stables, A. (2012). Be(com)ing human: Semiosis and the myth of reason. Rotterdam: Sense Publishers.
Stables, A., & Semetsky, I. (2015). Edusemiotics: Semiotic philosophy as educational foundation. London: Routledge.
Stang, C. (2012). Apophasis and pseudonymity in Dionysius the Areopagite. Oxford: Oxford University Press.
Stepanov, J. (1971). Semiotika. Moscow: Nauka.
Stjernfelt, F. (2007). Diagrammatology. An investigation on the borderlines of phenomenology, ontology and semiotics. Dordrecht: Springer.
Stjernfelt, F. (2014). Natural propositions: The actuality of Peirce’s doctrine of dicisigns. Boston: Docent Press.
Strand, T. (2014). ‘Experience is Our Great and only Teacher’: A Peircean reading of Wim Wenders’ Wings of Desire. Journal of Philosophy of Education, 48(3), 433–445.
Uexküll, J. von (1926). Theoretical biology. London: Kegan Paul.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Springer Science+Business Media Singapore
About this chapter
Cite this chapter
Olteanu, A. (2017). Reading History: Education, Semiotics, and Edusemiotics. In: Semetsky, I. (eds) Edusemiotics – A Handbook. Springer, Singapore. https://doi.org/10.1007/978-981-10-1495-6_14
Download citation
DOI: https://doi.org/10.1007/978-981-10-1495-6_14
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-10-1493-2
Online ISBN: 978-981-10-1495-6
eBook Packages: EducationEducation (R0)