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ERIC Number: EJ947726
Record Type: Journal
Publication Date: 2011-Dec
Pages: 16
Abstractor: As Provided
Reference Count: 44
ISBN: N/A
ISSN: ISSN-0013-1857
Institutional Pedagogy and Semiosis: Investigating the Missing Link between Peirce's Semiotics and Effective Semiotics
Pesce, Sebastien
Educational Philosophy and Theory, v43 n10 p1145-1160 Dec 2011
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.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: France