Signs in the early stages of research (e.g. pathways, thoughts/ideas, and structured feedback) form a web that we call the semiotic web of the research proposal. This web is based on the unlimited semiosis of signs, the semiotic square of education, and the semiotic web of law. We start weaving this web by formulating a raw thought and a number of research ideas. Βy travelling various pathways, we develop patterns of thinking which in turn lead to several potential research proposals, (...) one of which will become the chosen research proposal. We use the concept “semiotics of education” as our theoretical base for a heuristic tool, the semiotic web of the research proposal, to explore an aspect of educational research methodologies. Recognizing that overcoming habitual dualisms is a distinguishing feature of the semiotics of education, we open up the discussion about the extent to which the research proposal should be an integral part of the main supervision process and explore some of the possibilities surrounding this goal. The study highlights the evidence arising from a lifelong distance-learning programme in research proposal development and provides illustrative examples of the way in which educational principles have been translated into practice in a Greek university. This article is based on our presentation “The semiotic web of the research proposal” delivered at the conference Semiosis in Communication – Knowing and Learning, Bucharest, June 16–18, 2016. (shrink)

My aim in this paper is to show the relevance of an ‘effective semiotics’; that is, a field study based upon Peirce's semiotics. The general context of this investigation is educational semiotics rather than semiotics of teaching: I am concerned with a general approach of educational processes, not with skills and curricula. My paper is grounded in a field study that I carried out in a school, L'Ecole de la Neuville, implementing Institutional Pedagogy in France. I first investigate the relevance (...) of Peirce's semiotics in such a context. I then propose several definitions for the word ‘institution’, referring to the core concepts of this particular pedagogy, before describing the concept of ‘institution-sign’, which is considered a useful tool for making effective connections between several aspects of semiotics. I finally assert that an institution constitutes a tool that allows teachers to favour semiosis in educational contexts. (shrink)