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Sign(al)s: living and learning as semiotic engagement

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Cartesian mind‐body dualism, while often explicitly denied, has left a legacy of conceptions that remain highly influential in education. I argue that trends in both analytic and continental philosophy of language point towards a post‐Cartesian settlement in which the distinction between ‘signs' and ‘signals' is collapsed, and which thus construes all living (and learning) as semiotic engagement. I begin to explore the implications of such a view for learning theory, teaching and the curriculum, educational and social research, and broader social policy.

Keywords: Learning; Policy; Research; Semiotics; Teaching

Document Type: Research Article


Publication date: 2006-08-01

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