Cary Campbell b. Alin Olteanu b. His research interests include multiculturalism, digital literacy, learning, and communication. Sebastian Feil b. Here, following a particular reading of Peircean semiotics cf. Deacon, Terrence. The symbolic species: The co-evolution of language and the brain.
London and New York: W. Norton; Sebeok, Thomas and Marcel Danesi. The forms of meaning: Modelling systems theory and semiotic analysis.
Berlin and New York: Mouton de Gruyter , modeling, and thus also learning, has mostly been thought of as ascending from simple, basic sign types to complex ones iconic — indexical — symbolic; Firstness — Secondness — Thirdness. This constitutes the basis of most currently accepted neo-Peircean semiotic modeling theories and entails the further acceptance of an unexamined a priori coherence between complexity of cognition and complexity of signification.
We also explore the corollary conceptions of semiotic resources and competences and affordances to develop an ecological perspective on learning that notably does not impose a linear developmental progression from simple to complex. In conclusion, we address some of the implications of this post-Peircean conceptualization for transdisciplinary research into learning. Brandt, Per Aage. What is cognitive semiotics? A new paradigm in the study of meaning. Search in Google Scholar. Campbell, Cary.
Learning that reflects the living: aligning Anticipation and edusemiotics. Public Journal of Semiotics 8 1. Educating semiosis: Foundational concepts for an ecological edusemiotic. Studies in Philosophy and Education 38 3. Introduction to the Peirce section. Chinese Semiotic Studies 16 1. Learning and knowing as semiosis: Extending the conceptual apparatus of semiotics.
