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'Diagrammatic teaching’: the role of iconic signs in meaningful pedagogy
Charles S. Peirce’s semiotics uniquely divides signs into: (i) symbols, which pick out their objects by arbitraryconvention or habit, (ii) indices, which pick out their objects by unmediated ‘pointing’, and (iii) icons, which pick out their objects by resembling them (as Peirce put it: an icon’s parts are related in the same way that the objects represented by those parts are themselves related). Thus representing structure is one of the icon’s greatest strengths. It is argued that the implications of scaffolding education iconically are profound: for providing learners with a navigable road-map of a subject matter, for enabling them to see further connections of their own in what is taught, and for supporting meaningful active learning. Potential objections that iconic teaching is excessively entertaining and overly susceptible to misleading rhetorical manipulation are addressed.
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Title of book
Edusemiotics – a handbookChapter number
3Pagination
29 - 45Publisher
SpringerPlace of publication
Singapore, Republic of SingaporePublisher DOI
ISBN-13
9789811014956ISBN-10
9811014957Edition
1Language
engPublication classification
B1 Book chapterCopyright notice
2017, Springer Science+Business Media SingaporeExtent
20Editor/Contributor(s)
I SemetskyUsage metrics
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