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

Creative Commons License
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.

Description

Creative Commons License
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.

Persistent Identifier

https://archives.pdx.edu/ds/psu/33738

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