On Semiotics and Education

Abstract

A “semiotic approach” to education, that is an educational approach that draws from semiotics, cannot consist in the mere amalgamation of a semiotic theory and an educational one. In this article, I argue that the manner in which semiotics can contribute to education is mediated by the epistemological assumptions that underpin educational theories and the extent to which those assumptions can be cast in, and even be transformed by, semiotic concepts and constructs. After discussing the epistemic role of signs in two major epistemological theories (Leibniz’s and Piaget’s), I present an example of a semiotic approach to education that I illustrate around a classroom teaching-learning episode.

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