Institutional Pedagogy and Semiosis: Investigating the missing link between Peirce's semiotics and effective semiotics

Abstract

My aim in this paper is to show the relevance of an 'effective semiotics'; that is, a field study based upon Peirce's semiotics. The general context of this investigation is educational semiotics rather than semiotics of teaching: I am concerned with a general approach of educational processes, not with skills and curricula. My paper is grounded in a field study that I carried out in a school, L'Ecole de la Neuville, implementing Institutional Pedagogy in France. I first investigate the relevance of Peirce's semiotics in such a context. I then propose several definitions for the word 'institution', referring to the core concepts of this particular pedagogy, before describing the concept of 'institution-sign', which is considered a useful tool for making effective connections between several aspects of semiotics. I finally assert that an institution constitutes a tool that allows teachers to favour semiosis in educational contexts.

From Distant Horizon to the ‘Uncoercive Rearrangement of Desire’: Institutional Pedagogy and Collaborative Learning in an Instance of Arts and Curatorial Education

“…Institutions, they suggested, are the act of instituting together according to realities that are constantly changing: places, moments, functions, roles, behaviours. They are conditioned by an agreement that ‘people have to transform the organisation in order to rearrange and modify meanings’, and that the constant working and reworking of institutional practices would be the source of these modifications (Pesce 2011). This is an ongoing and endless ‘revolution’.…”

The Semiosic Evolution of Education

“…About a century ago semiotics was rediscovered, in the last half century it gained serious popularity within academia, and in the last decade it has begun to be developed within philosophy of education. There is as well a body of work, of which this article intends to be a part, which offers an epistemological view on the semiotics of education, such as the work of Andrew Stables (, , , ), Eetu Pikkarainen (), Sebastien Pesce (, and in Semetsky, ) and Winfried Nöth (, and in Semetsky, ), as well as semiotic approaches to particular educational matters, such as language learning, in Danesi () and Nöth (), knowledge acquisition in Semetsky (), schematicism, iconicity and notation in Pigrum (, 2011a, 2011b), ethics in Semetsky (in Semetsky, ), rhetoric of education in Torill Strand (2013a, 2013b), the teaching and learning of mathematics in Bakker and Hoffman () and others. In his Foreword to the 2010 edition Semiotics, Education, Experience , edited by Inna Semetsky, Marcel Danesi coined the term edusemiotics .…”

To Event: Toward a Post‐Constructivist of Theorizing and Researching the Living Curriculum as Event*‐in‐the‐Making1

“…From within the unfolding event*-in-themaking, the event as fact exists only in the future anterior tense, that is, when it factually does not exist. Such an approach emphasizes sense-making and education for uncertain times rather than fixed significations that students are to construct or appropriate (Gough & Stables, 2012;Pesce, 2011). In terms of Figure 1b, we can know the future anterior only when the event has come to an end and no longer exists in its eventness.…”