Aesthetic self education: mind the sign as a ‘living thing’

A semio-cognitive reconstruction of the sign

The process of learning to become and adequately respond to the complexities of the

Self through handmade productions is unlikely to occur without guidance. The support of

this paper‖s idea is the ―language turn‖of education, from the 70s. It seems important that

all students learn about art-action in an image-based global culture. Including how

images are important forms of human expression in becoming. Thus all teachers need to

know how they give instructions to stimulate thinking through students‖ languages of arts

(style). Educational sciences of today might support this idea when a Peircean mode of

education is giving support to a wide concept of the text including other semiotic

resources beyond language. I proclaim a horizontal concept of the text for the same

purpose of giving equal epistemological status to verbal and semiotic sign-action. For

the purpose of stimulating humans‖ becoming, I argue for a pragmatic semiotic

perspective and that language and visual action through handmade pictures do not

only include the linguistic and the figurative picture but also the material used and its

texture, a wide and horizontal view on communication. To find out about mediation of

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different themes to connect sign - action and mind I build my idea on a hermeneutic

―figure of thought‖of mediation made by the author; it is a semio-cognitive reconstruction

of the sign.

The students show unique ways of art in action, including means to become unique. The

result shows features to the human‖s different processes of orientation to signmindedness

and style through which meanings are accessible to becoming. Another

result is that the zone of proximal communication between students and students‖

pictures/texture and teachers make difference to be seen in relation to the student‖s

ultimate unique becoming. The result could be of great importance to aesthetic school

culture in the future.