A semiotic model of learning

Strand, Torill

doi:10.1515/css-2021-0008

Cited by 4 publications

(2 citation statements)

References 36 publications

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“…Similar ideas have been discussed in edusemiotics texts as well (see e.g. Strand 2013Strand , 2021Campbell 2016;Peters 2017). For example, Stables and Gough have argued for the importance of the role of education in dealing with uncertainty stating that education provides:…”

Section: Introductionmentioning

confidence: 71%

From avoiding uncertainty to accepting it: Semiotic modelling of history education at the limits of knowledge

Rickberg

2023

SSS

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This article explicates how different approaches to teaching history can enforce diverse strategies for dealing with uncertainty. Descriptions of three types of historical pedagogy are analysed as three kinds of modelling systems derived from Juri Lotman’s theory of semiotics of culture: myth-type modelling, scientific modelling, and play-type modelling. The paper argues that the connection between pedagogical approaches and uncertainty, as an experience that occurs at the limits of knowledge, can be modelled as the relation between a semiotic system and its boundary. The nature of this relation can differ depending on how the division between the internal and external space of the semiotic entity is perceived. Different types of modelling systems establish distinct patterns in order to deal with the indeterminacy of the borderland area. In the process of learning, these patterns can be viewed as semiotic strategies that various pedagogical approaches enforce when arriving at the limits of knowledge and facing the situation of indeterminacy that can cause students to experience uncertainty. Three different strategies are discussed in the context of history education: avoiding uncertainty in the case of the collective memory approach, addressing uncertainty in the case of the disciplinary approach, and accepting uncertainty in the case of the post-modern approach to teaching history.

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Section: Introductionmentioning

confidence: 71%

From avoiding uncertainty to accepting it: Semiotic modelling of history education at the limits of knowledge

Rickberg

2023

SSS

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“…Overskridende meningsskaping I lys av Løkkes tilnaerming blir kunnskap ikke noe gitt som vi kan innta en utvendig posisjon i forhold til. Kunnskap blir et verb (Strand, 2021). Enten de unge er i terapirommet, i skolen, i en laererutdanning eller på andre arenaer, inviterer en slik tilnaerming til kunnskaping framfor passiv overtagelse av noe gitt.…”

Section: Gjenklang I Et Pedagogisk Landskapunclassified

Erfaringer av overskridelse. Betraktninger med utgangspunkt i Per Are Løkkes «Ungdommens transformasjoner»

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Thaulow

2022

NTPK

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Et kjennetegn ved ungdomsfasen er at ungdommens følelser, tanker, opplevelser og kriser kan minne om psykiske lidelser, påpekte psykoanalytikeren Anna Freud. Tar vi høyde for dette, blir det å gå på symptomleting blant ungdom som å fiske ørret i et oppdrettsanlegg, skriver Løkke. I denne livsfasen mellom barndom og voksenliv gjennomgår de unge en kroppslig, seksuell og mental transformasjon. Et mangfold av utfordringer oppstår i kjølvannet av dette. Løkke argumenterer for at den største utfordringen er å lære å ta ansvar for sitt liv gjennom en begynnende selvoppdagelse som overskrider tatt-for-gitte oppfatninger av eksistensens mulighetsrom. I essayet utdypes dette i lys av ideer hos Levinas og aktuelle temaer i det pedagogiske landskapet relatert til læring, danning og kunnskap som meningsskaping. Essayet belyser også utfordringer ved å tegne et bilde av en mangefasettert samtid. Det pekes på at samtidsanalyser i sin karakter er genuint samfunnsmessige og mangler en dybdepsykologisk forståelse. Følgen er at mangfoldet av samtidserfaringer ikke kommer godt nok fram. Løkke tar tak i denne utfordringen ved å kombinere samtidsanalysene med psykoanalytisk teori og relevante kasus-beskrivelser fra sin praksis som ungdomspsykolog. Det gir analysene en mangfoldighet og en erfaringsnærhet som inviterer til refleksjon, ettertanke og påfyll av mening. English abstract The psychoanalyst Anna Freud claimed that a characteristic of the youth phase is that the youth’s feelings, thoughts, experiences, and crises can be reminiscent of mental disorders. Surveying symptoms on mental disorders among youth then becomes like fishing for trout in a breeding facility, Løkke points out. Youth is a phase of life where the young person undergoes a physical, sexual, and mental transformation. A multitude of challenges arise in the wake of this. Løkke argues that a significant challenge in the youth phase is to take responsibility for one’s life through an incipient self-discovery, which transcends taken-for-granted understandings of the possibilities of life. The essay elaborates on this concept in the light of Levinas’ ideas, as well as current themes in the pedagogical landscape related to learning, Bildung and knowledge as meaning-making. The essay also examines the challenges of drawing a picture of a multifaceted contemporary situation. It is pointed out that contemporary analyses are genuinely societal and lack an in-depth psychological understanding. Thus, the analyses under-communicate the diversity of contemporary experiences. Løkke answers this challenge by combining his contemporary analyses with psychoanalytic theory and relevant case descriptions from his practice as a youth psychologist with 30 years’ experience. This offers the analyses a diversity and closeness to experience which encourages the reader to take part of the meaning making.

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Utopia in environmental and sustainability education: imagination, transformation, and transgression

Ott

2022

Environmental Education Research

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A semiotic model of learning

Cited by 4 publications

References 36 publications

From avoiding uncertainty to accepting it: Semiotic modelling of history education at the limits of knowledge

From avoiding uncertainty to accepting it: Semiotic modelling of history education at the limits of knowledge

Erfaringer av overskridelse. Betraktninger med utgangspunkt i Per Are Løkkes «Ungdommens transformasjoner»

Utopia in environmental and sustainability education: imagination, transformation, and transgression

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