Semiosis, Dewey and difference: Implications for pragmatic philosophy of education

Andrew Stables

Research output: Contribution to journalArticle

Abstract

A fully semiotic perspective on living and learning draws on poststructuralism in seeing meaning and learning as deferred, and avoids mind-body substance dualism by means of collapsing the signal-sign distinction. This article explores the potential for, and constraints on the 'sign(al)' as a meaningful unit of analysis for universal application among the human sciences. It compares and contrasts this fully semiotic approach with the educational philosophy of John Dewey, concluding that if Dewey had problematized the signal-sign distinction, his legacy for education might have significantly different.
Original languageEnglish
Pages (from-to)147-161
Number of pages15
JournalContemporary Pragmatism
Volume5
Issue number1
Publication statusPublished - Jun 2008

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