Edusemiotics of meaningful learning experience

Revisiting Kant's pedagogical paradox and Greimas' semiotic square

Bibliographic Data

ID4972547
AuthorsJani Kukkola (0000-0003-1045-9547, 1University of Jyväskylä, Jyväskylä, Finland, corresponding author), Eetu Pikkarainen (0000-0001-8649-4125, 2University of Oulu, Oulu, Finland)
Year2016
Volume2016
Issue212
Pages199-217
Publication date2016-09-01
Open AccessYes
TypeARTICLE
VenueSemiotica (JOURNAL)
Journal identifiersISSN: 0037-1998 • E-ISSN: 1613-3692
PublisherWalter de Gruyter GmbH (PUBLISHER • DE)
DOI10.1515/sem-2016-0124
OpenAlexW2465655169
LanguageEN
Citations received4
References cited4

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

Epistemology · Existentialism · Formative assessment · Pedagogy · Perspective (graphical) · Pragmatism · Semiotics · Sociology · Computer Science · Educational Philosophies and Pedagogies · Philosophy · Pragmatism in Philosophy and Education · Psychology · Semiotics and Representation Studies

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Open DOISci-HubOpen Access