This special issue of Teaching
& Learning is dedicated to a discussion of semiotics in educational
inquiry and practice. Bopry begins the issue with a general introduction
to semiotics and a discussion of the implications for inquiry. The rest
of the papers in this collection deal more specifically with abduction,
a concept of singular importance to qualitative inquirers. Cunningham equates
both abduction and semiotic inquiry with the perception of affordance,
the process of "reading the environment." Schreiber and Moss discuss the
importance of abduction in resolving doubt. They use Peirce's notion of
the "fixation of belief" as a framework within which to study the resolution
of doubt that occurs when an experienced teacher takes on a new role, that
of teaching coach. Finally, Shank and Gleber suggest a method (juxtaposition)
through which abductive reasoning can be nurtured. They provide an example
of how this method might be used.
| IN THIS ISSUE: | |||
| BOPRY | Semiotics, Epistemology, and Inquiry | HTML FORMAT | PDF FORMAT |
| CUNNINGHAM | Semiotic Inquiry in Education | HTML FORMAT | PDF FORMAT |
| SCHREIBER AND MOSS | A Peircean View of Teacher Beliefs and Genuine Doubt | HTML FORMAT | PDF FORMAT |
| SHANK AND GLEBER | Six Metaphors in Search of the Internet | HTML FORMAT | PDF FORMAT |
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