期刊名称：International Journal of Education and the Arts
印刷版ISSN：1529-8094
电子版ISSN：1529-8094
出版年度：2018
卷号：19
期号：13
页码：1-37
DOI：10.18113/P8ijea1913
出版社：Arizona State University
摘要：Attention to sub-conscious and pre-conceptual cognition is often neglected in
educational research and theory, which, through failing to adequately conceptualize
the emergence of perceptual learning, often inadvertently privileges a narrow and
disembodied approach that emphasizes ‘abstract symbolic processing’ at the expense
of more sensory forms of knowing. I argue that Umberto Eco's (2000) notion
of primary iconism — understood as the terminus a quo of the perceptual/semiotic
process — can offer educational discourses some needed conceptual clarity in regards
to better understanding the relationship between creativity and ‘arts-based’ learning,
with ‘everyday’ acts of perception. By considering this ‘starting point of the
emergence of learning’, I aim to bring renewed attention to two neglected aspects of
educational scholarship, specifically: 1) the role of creative inference (or what Peirce
called Abduction) in defamiliarizing our conventional processes and modes of
schematization, and; 2) an expanded (educational) account of consciousness, beyond
what is actual and material, that can also recognize “the reality of potentialities not yet actualized, as Firstness” (Stables and Semetsky, 2015, p. 24). I hope such
considerations can help sensitize researchers and arts practitioners to the importance
of “imagistic and non-verbal semiosis as primary constituents of learning” (Titone,
1994, p. 129). I will argue that, through this (edusemiotic) conceptual framework,
educational researchers and practitioners might gain insight into aspects of learning
often associated with imaginative or creative/artistic perception, that are not easily
expressed through many theories of learning, and therefore this research is valuable
for arts education research and advocacy.
