Towards a semiotic theory of learning: Deleuze's philosophy and educational experience

Abstract

The paper examines Gilles Deleuze's metaphor of rhizome as a new image of thought. Multiple connections enabled by multidirectional rhizomatic lines contribute to the creation of concepts. Deleuze's potential contribution to educational theory is specified in terms of the pedagogy of the concept. The creation of concepts is a function of experience and is inseparable from affects and percepts. Deleuze's method of a-signifying semiotics is posited as indispensable for interpreting and evaluating experience and creating new meanings. The paper contends that Deleuze's semiotic approach may be considered as representing a significant contribution to learning theories, specifically in terms of becoming as learning from experience. The paper concludes by suggesting that creativity and novelty become the necessary outcomes of the learning process and as such may be considered as educational objectives embedded in the transformational pragmatics of sign-process.

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