Edusemiotics of meaningful learning experience : Revisiting Kant’s pedagogical paradox and Greimas’ semiotic square
Kukkola, J. E., & Pikkarainen, E. (2016). Edusemiotics of meaningful learning experience : Revisiting Kant’s pedagogical paradox and Greimas’ semiotic square. Semiotica, 2016(212), 199-217. https://doi.org/10.1515/sem-2016-0124
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SemioticaDate
2016Copyright
© Walter de Gruyter GmbH, 2016. Published in this repository with the kind permission of the publisher.
In this article we examine the educational process and learning from
the edusemiotic point of view in terms of meaningful experience and meaningful
action. A conception of meaningful experience is central in many branches of
educational thinking, from pragmatism to existentialism. We analyze this conception
from two traditional and somewhat remote perspectives, utilizing some
themes of Kant’s educational philosophy on the one hand and Greimas’ semiotics
on the other. Kant’s views of human formative powers – Bildung – will be
described as a basic philosophy of learning experience. Kant’s theory is then
critiqued from the perspective of existentialist educational philosophy. Concepts
of meaningful learning and experience are further clarified utilizing Greimas’
semiotic tools and, specifically, his semiotic square. Finally, the question of
meaningful learning experience is related to Kant’s pedagogical paradox and the
educator’s role in the pedagogical process.
Publisher
De Gruyter Mouton; International Association for Semiotic StudiesISSN Search the Publication Forum
0037-1998Publication in research information system
https://converis.jyu.fi/converis/portal/detail/Publication/26148008
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