Rethinking educational theory and practice in times of visual media: Learning as image-concept integration

Abstract

We propose a new relational direction in higher education that acknowledges external and internal images as integrated in thinking and learning. We expand educational theory and practice that commonly rely on discrete conceptual developments that exclude images. Our argument epistemologically relies on certain semiotic views that consider the role of iconic signs and iconicity (meaning making by the virtue of similarity) as significant in relation to knowledge and learning. The analogical and imaginative work required to discover similarity between external pictures and any educational concept is a form of iconic mind work that opens a space for transformational thinking and creative solutions. The novelty of our argument lies in the schematic philosophy of mind by C.S. Peirce, and specifically, an adaptation of Peirce’s triadic sign diagram for learning, exemplified via an ‘inquiry graphic’ sign and reflective method. This outlook seeks connections in diversity, arguing for an education that acknowledges and teaches intrinsic human relatedness to other humans, beings and things in the environment, thus challenging any notions of anthropocentrism and superiority. It calls for a reaction in international higher education to acknowledge the iconicity of concepts and thinking and embrace integrated image-concept signs for deep and critical teaching-learning, towards a modest educational contribution to counteracting social and environmental crises.

Keywords:

• Peirce’s semiotics
• icon
• inquiry graphics
• teaching-learning
• postdigital higher education

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

Alin Olteanu receives funding from the Estonian Research Council (grant MOBJD346).

Notes on contributors

Nataša Lacković

Dr. Nataša Lacković is a Lecturer at the Department of Educational Research at Lancaster University and a co-director of the Centre for Higher Education Research and Evaluation. She is interested in relational approaches in higher education theory and practice; the impact of visual media and digitalisation in education; socio-materiality; (digital) semiotics and a semiotic theory of learning; multimodality, and student/staff wellbeing and mental health.

Alin Olteanu

Dr. Alin Olteanu is a postdoctoral researcher at RWTH Aachen University (Germany) and Tartu University (Estonia). He holds a PhD in philosophy of education (2015, Roehampton University). He is interested in the educational changes brought by globalization and digitalization, which he investigates from a semiotic perspective.