Published In
Ecosophical Education
Document Type
Article
Publication Date
2010
Subjects
Reflective learning -- Study and teaching, Ecology
Abstract
Deciphering complex signals of constructed educational systems requires symbolic interpretation; deciphering complex signals that are inherently ignorant of their ecological roots requires a modification of a semiotic approach, which we call ecosemiotics. This paper examines one of many average classrooms through this veil of perception. As part of a larger reevaluation of learning in modern culture, we take apart some of the symbols of the classroom and its contained learning. The paper ends with the positing of several more ecosophically inclined teacher responses.
Rights
This work is licensed under a Creative Commons Attribution 4.0 International License.
* At the time of publication Veronica Hotton was affiliated with Simon Fraser University
** Creeping Snowberry is an experiencing, writing, thinking, immersed collective comprised of professors and graduate students with various affiliations to Simon Fraser University.
Locate the Document
http://trumpeter.athabascau.ca/index.php/trumpet/article/view/1198
Persistent Identifier
https://archives.pdx.edu/ds/psu/33738
Citation Details
Creeping Snowberry, & Blenkinsop, S. (2010). “Why are those leaves red?”: Making Sense of the Complex Symbols: Ecosemiotics in Education. the Trumpeter: Journal of Ecosophy, 26(3), 50-60.
Description
This work is licensed under a Creative Commons Attribution 4.0 International License.
* At the time of publication Veronica Hotton was affiliated with Simon Fraser University
** Creeping Snowberry is an experiencing, writing, thinking, immersed collective comprised of professors and graduate students with various affiliations to Simon Fraser University.