TY - JOUR
T1 - Semiosis, Dewey and difference
T2 - Implications for pragmatic philosophy of education
AU - Stables, Andrew
PY - 2008/6
Y1 - 2008/6
N2 - 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.
AB - 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.
UR - http://www.ingentaconnect.com/content/rodopi/cpm/2008/00000005/00000001/art00008
M3 - Article
SN - 1572-3429
VL - 5
SP - 147
EP - 161
JO - Contemporary Pragmatism
JF - Contemporary Pragmatism
IS - 1
ER -