On The Prospects of A Semiotic Theory of Learning

Abstract

Taking as its exegetic point of departure Peirce's outline of a semiotic theory of cognition from the mid 1890s, this paper explores the relevance of this outline to a theory of learning and also to a broader, normative vision of education. Firstly, besides providing for fallibilism in philosophical inquiry Peirce's outline accords with critical strategies of his fellow pragmatists, such as William James's detection of the 'psychologist's fallacy' and John Dewey's rejection of the 'philosophical fallacy'. It is pointed out that this merit of Peirce's outline is due to his abstract and often neglected notion of a prespecialised scientific intelligence. Secondly, the paper shows that Peirce's semiotic approach to prescientific learning processes conditioning all kinds of theoretical activity may indeed complement James's and Dewey's contributions: giving careful attention to the work of linguistic and paralinguistic signs in such learning processes Peirce's analysis captures indexical and iconic aspects, as well as symbolic aspects of linguistic interaction and experientially constrained dialogue. Following Peirce's analysis the paper considers how the iconicity of linguistic structure, ostensive acts and the practical situatedness of language use are pre-conditions of experiential learning in every day life as well as in scientific learning. It is also shown how this semiotic analysis is connected with Peirce's important notion of abduction. Finally, it is pointed out that a broader vision of education may issue from Peirce's semiotic analysis and that such a vision would emphasise that the life experience of individuals entering educational institutions should be made to bear on the objectives as well as the teaching practices of educational institutions.

Concevoir des formations facilitant l’émergence de nouvelles significations face à des évènements inédits et critiques

“…La pertinence de l'étude des modalités d'apprentissage-développement en terme de sémiose a déjà été pointée dans la littérature (Bopry, 2007, Colapietro, Midtgerden, & Strand, 2005Midtgarden, 2005Midtgarden, , 2010Stables & Gough, 2006) et en particulier l'apprentissage par abduction (Cunningham, 1998 ;Paavola & Hakkarainen, 2005 ;Ventimiglia, 2005). D'après Cunningham, Schreiber et Moss, (2005) l'abduction est souvent négligée pour comprendre l'apprentissage, au profit de l'induction et de la déduction qui prédominent dans la pensée « traditionnelle » de l'enseignement : les enseignants expliquent les règles et informations utiles aux participant-es, qui les mettent à l'épreuve à travers divers exercices et résolutions de problèmes.…”

Conceção de formações que facilitem o surgimento de novos significados face a acontecimentos inéditos e críticos

“…La pertinencia del estudio de las modalidades de aprendizaje-desarrollo en términos de semiosis ya ha sido señalada en la literatura (Bopry, 2007, Colapietro et al, 2005Midtgarden, 2005Midtgarden, , 2010Stables & Gough, 2006) y, en particular, el aprendizaje por abducción (Cunningham, 1998 ;Paavola & Hakkarainen, 2005 ;Ventimiglia, 2005). Según Cunningham, Schreiber y Moss (2005), la abducción es a menudo desatendida al momento de comprender el aprendizaje, en favor de la inducción y la deducción, que predominan en el pensamiento "tradicional" de la enseñanza : los docentes explican las reglas y la información útiles para los y las participantes, quienes luego las ponen a prueba a través de diversos ejercicios y resoluciones de problemas.…”

A semiotic model of learning

“…Contemporary Peirce scholars clearly demonstrate how Peirce's new rhetoric carries prospects of a fresh outlook on the paradoxical attributions of knowledge and learning (Bergman 2007;Colapietro 2007;Freadman 2004;Kevelson 1984;Liszka 2000;Midtgarden 2005;Santaella-Braga 1999;Short 2007;Strand 2013aStrand , 2013b. Moreover, Peirce's later philosophy appeals to the concerns of contemporary philosophers of education, since it emphasizes the semiotic production of knowledge (Anderson 2005;Bergman 2005Bergman , 2013Chiasson 2001Chiasson , 2005Colapietro 2005Colapietro , 2013Garrison 2005;Hoffman 2006Hoffman , 2007Legg 2017, Liszka 2013Midtgarden 2005;Paavola and Hakkarainen 2005;Nöth 2010;Pesce 2013;Prawat 1999;Semetsky 2005Semetsky , 2010Semetsky , 2017Stables 2005Stables , 2010Strand 2005a, 2005b, Strand 2013a, 2013bStrand and Legg 2019;Ventimiglia 2005). My modest ambition here, however, is just to illustrate how Peirce portrays lived experience in relation to a semiotic model of learning.…”