The contribution that may come from the general science of signs, semiotics, to the planning and development of education and learning at all levels, from early schooling through to university education and learning should not be neglected. As Umberto Eco claims in the “Introduction” to the Italian edition of his book Semiotica and Philosophy of Language (1984: xii, my trans.), “[general semiotics] is philosophical in nature, because it does not study a particular system, but posits the general categories in light (...) of which different systems can be compared. And for general semiotics philosophical discourse is neither advisable nor urgent: it is simply constitutive.” To the title of their book Semiotic Theory of Learning, at the centre of our attention in the present text, Andrew Stables, Winfried Nöth, Alin Olteanu, Sébastien Pesce, and Eetu Pikkarainen, rightly add the subtitle New Perspectives in the Philosophy of Education. This multivoiced contribution to research in learning and education in a semiotic framework has a unifying reference in the semiotics of Charles S. Peirce, but without disregarding an array of other distinguished exponents of the teaching and education sciences from different disciplines, semioticians and philosophers alike. This book, a polyphonic effort, with its appeal to “act otherwise,” and to do so investing in learning and education, no doubt makes a significant contribution in such a direction: education for transformation, for humanizing social change. Beyond evidencing what to us are particularly interesting aspects of the topics under discussion in Semiotic Theory of Learning, we also propose to continue and amplify this multivoiced dialogue. While highlighting still other aspects and contributions made by the same semioticians and philosophers presented by the authors of this book, involving such figures as Charles Peirce, Charles Morris, Thomas Sebeok, John Deely, etc., we have further introduced other voices made to resound throughout, whether directly or indirectly, like that of Victoria Welby, Mikhail Bakhtin, Emmanuel Levinas, Adam Schaff, Ferruccio Rossi-Landi, Marcel Danesi, Augusto Ponzio, and Genevieve Vaughan. (shrink)

Welby’s correspondence with Peirce began with his review of What is Meaning? (1903), a contribution not only to spreading Peirce’s later thinking, but also to reproposing Welby’s “significs.” This is encounter between the pragmatist Peirce’s approach to semiotic and Welby’s significs oriented by mother-sense. A dialogue between two conceptions of meaning which, notwithstanding differences, meet in a participative contribution to constructing the sign sciences – from Peirce to semiotics, from Welby to significs. Their focus does not only concern signs but (...) also values which are inextricably interconnected. In this encounter, significs doubtlessly exerts a non-negligible influence on semiotics. If with (Peirce’s) “play of musement” we are endowed to imagine different worlds from the present, a male-dominated world, to resist the world as-it-is and construct new worlds presupposes what Welby calls mother-sense. In human signifying processes the epistemological dimension is clearly not separable from the axiological, aesthetic or ideological-political. (shrink)