Schools and Schooling as Semiotic Engagement

Stables, Andrew; Learoyd-Smith, Susannah; Daniels, Harry; Tse, Hau Ming

doi:10.1007/978-94-6209-857-2_5

Cited by 4 publications

(1 citation statement)

References 6 publications

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“…A good illustration of this is noticed in the emphasis on the compositional design of meaning in semiotic approaches to multimodality: if meaning is not merely a linguistic double articulation, but an embodied and environmental multiple articulation, then morphology is intrinsic to meaning (Bezemer and Kress, ; Kress and van Leeuwen, ; Kress, ). Hence, interpretation and, consequently, learning consists in designing form‐content articulations that the learner affords to model in a given learning environment (see Stables et al ., ). These developments point out that, by a general construal of knowledge as grounded in iconicity, from a contemporary perspective Peirce's semiotics is theory of embodied knowledge.…”

Section: The Possibilities Latent In Peirce's Pragmatismmentioning

confidence: 97%

Schematic Enough to be Safe from Kidnappers: The Semiotics of Charles Peirce as Transitionalist Pragmatism

Olteanu¹

2019

Journal of Philosophy of Education

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This paper explores the semiotics of Charles Peirce in relation to Colin Koopman's advocacy for a new wave of pragmatism, which he terms transitionalism. Presenting both similarities and differences between these two, the main point is that Peirce's semiotics fits the general idea of a transitionalist, as contrasted to substantialist, philosophy, even though Koopman explicitly excludes this possibility. This is argued both on the grounds of Peirce's own writings and in view of recent, post‐Peircean developments, particularly in semiotics, which highlight certain possibilities of Peirce's pragmatism. Overall, Peirce's concept of the sign as the tool of a relational logic that explicates the transition from hypothesis to conclusion recommends Peirce's pragmatism as avant‐garde for its time and justifies its labelling as transitionalist pragmatism. Some implications for education are identified along the development of the argument.

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Section: The Possibilities Latent In Peirce's Pragmatismmentioning

confidence: 97%

Schematic Enough to be Safe from Kidnappers: The Semiotics of Charles Peirce as Transitionalist Pragmatism

Olteanu¹

2019

Journal of Philosophy of Education

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Educating Semiosis: Foundational Concepts for an Ecological Edusemiotic

Campbell

2018

Stud Philos Educ

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Design as a social practice: the experience of new-build schools

Daniels

Tse

Stables

et al. 2018

Cambridge Journal of Education

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This the second of three papers which together explore the complex relationships between school design and educational practice. The first paper considered the ways in which designs may be put to use in a multitude of practices. This paper explores the ways in which design influences the perceptions and actions of students and teachers at five UK secondary schools. An understanding of practice differences at these schools extends typical Post Occupancy Evaluations (POEs) which focus on environmental issues such as acoustics, lighting and temperature, typically uses quantitative methods and often fail to explore how different environmental factors interact with users through time (Hygge 2003; Galasiu and Veitch 2006; Shaughnessy et al. 2006; Winterbottom and Wilkins 2009). There is also a lack of attention to the ways in which the processes of occupation may shape the experience of such spaces (Stables, Learoyd-Smith, Daniels and Tse, 2014). The study involved case study profiling to document a range of key issues discussed by teachers and students at each of these schools. These findings contribute to the development of a more holistic understanding of the ways in which design may contribute to processes of pedagogic transformation. In the first paper we argued that spaces that are designed for specific approaches to teaching and learning may be transformed when these spaces are used in practice. We have evidence that subsequent changes of leadership often involve further modification of the spaces and the practices of teaching and learning. In this paper we further suggest that these changes have significant consequences for the everyday experience of schooling as evidenced in the comments and actions of teachers and students.

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Schools and Schooling as Semiotic Engagement

Cited by 4 publications

References 6 publications

Schematic Enough to be Safe from Kidnappers: The Semiotics of Charles Peirce as Transitionalist Pragmatism

Schematic Enough to be Safe from Kidnappers: The Semiotics of Charles Peirce as Transitionalist Pragmatism

Educating Semiosis: Foundational Concepts for an Ecological Edusemiotic

Design as a social practice: the experience of new-build schools

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