Significance of Teaching Semiotic Pedagogy

Abstract

Charles Sanders Peirce, the father of American semiotics and pragmatism, \ninsisted that educational institutions be places for learning and not merely instruction. \nIf Peirce‘s argument is accepted, then it is necessary to redefine the role of teachers, \nstudents, and subject matters in relation to learning semiotics, with its cultural \nemphasis on codes, signs, and social interaction. Semiotics is especially appropriate \nfor rethinking the learning and teaching progress. In particular, semiotics is a central \npart of the emerging global discipline which studies human communication as one \nof the Human Science disciplines using logic based research methods of semiotics \nand phenomenology to investigate social and cultural interactions. \nThus, the present article is focused on the three areas of Semiotics as defined by \nCharles Morris when he participated in the Unified Science Project at the University \nof Chicago: 1. Semantics; 2. Syntax; 3. Pragmatics. In the same spirit, my article \ninvolves pedagogical activities for providing effective syllabus designs, teaching \nstrategies, and classroom activities that show relevance for contemporary pedagogical \nstudies in Communication and Cross-cultural studies. \nPedagogy based on the semiotic work of Peirce, and exemplified by his definition of \nthe university as a ―community of interpretation‖, forces a reconsideration of the \nroles which learners, teachers, and subject matter play within educational endeavors. \nThis reconsideration may be called a ―semiotic pedagogy‖ of communication and \nculture.

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