Andrew Stables is Professor Emeritus in Education and Philosophy at Roehampton University, London and a Senior Researcher at the International Semiotics Institute, Kaunas Technological University, Lithuania. Winfried Nöthis currently based at the University of Kassel in Germany. Alin Olteanu is a Postdoctoral Researcher at Kaunas University of Technology, Lithuania. Eetu Pikkarainen is currently a Lecturer in the Faculty of Education and Open University of University of Oulu, Finland. Sébastien Pesce is Assistant Professor of Educational Studies at the University of Tours, France.

"An increasingly important and complex concept in society, "learning" is raising new questions and challenges within research. As partial as I may be, here, I feel that semiotics is properly equipped to crack at least a few answers – which, alone, is a good reason to engage into the reading of this monograph. But there is more. The five authors reflect the current landscape of edusemiotics in diverse yet complementary ways, producing a "pentagon" of approaches that is convincing in terms of competence, originality and argumentation. An excellent piece of work!"Prof. Dr. Dario Martinelli, Director of the International Semiotics Institute."[In this review] we do hope to convey at least a sense of the multiform, complex, and insightful nature of this multivoiced editorial enterprise. Each of the five authors investigates different aspects of learning and education, at times even differing in their interpretation of major semiotic perspectives, but complementing each other and reflecting the live nature of current debate in this domain, united in their common quest for a semiotic grounding of learning and education, without hesitating to challenge traditional approaches from other disciplines such as psychology and sociology, when deemed necessary."Susan Petrilli, 'Learning and education in the global sign network', Semiotica 2020; 234: 317-420.

• IntroductionAndrew Stables, Winfried Nöth, Alin Olteanu, Sebastien Pesce and Eetu PikkarainenSection 1: Andrew Stables The Limits of LearningAndrew Stables The Semiotic EncounterAndrew Stables Semiosis, Education and Society: Affecting EncountersAndrew StablesSection 2: Winfried Nöth Education in the Domain of ThirdnessWinfried Nöth Education in the Domain of SecondnessWinfried Nöth Education in the Domain of FirstnessWinfried NöthSection 3: Alin Olteanu Ecosemiotics as a Theory of LearningAlin Olteanu Ecology, Love and LearningAlin Olteanu Sexuality as a Case of Ecological LearningAlin OlteanuSection 4: Sebastien Pesce From Comprehensive Research to Semiotic Approaches to Education: A Subjective Genealogy of Educational SemioticsSebastien Pesce Signs, Significance and Semioses in the classroom: Multimodality, Narrativity, Dialogism and Rhetoric as Cornerstones of a Fully Semiotic Perspective on Teaching and LearningSebastien Pesce Training Semiotically Wise Teachers: Rhetoric of Inquiry, Epistemology of Action and Habit ChangeSebastien PesceSection 5: Eetu Pikkarainen Learning and Semiotic TheoryEetu Pikkarainen Ontology of Learning (and Semiotics)Eetu Pikkarainen Human Learning: Education and Bildung Eetu Pikkarainen

Andrew Stables is Professor Emeritus in Education and Philosophy at Roehampton University, London and a Senior Researcher at the International Semiotics Institute, Kaunas Technological University, Lithuania. Winfried Nöthis currently based at the University of Kassel in Germany. Alin Olteanu is a Postdoctoral Researcher at Kaunas University of Technology, Lithuania. Eetu Pikkarainen is currently a Lecturer in the Faculty of Education and Open University of University of Oulu, Finland. Sébastien Pesce is Assistant Professor of Educational Studies at the University of Tours, France.

"An increasingly important and complex concept in society, "learning" is raising new questions and challenges within research. As partial as I may be, here, I feel that semiotics is properly equipped to crack at least a few answers – which, alone, is a good reason to engage into the reading of this monograph. But there is more. The five authors reflect the current landscape of edusemiotics in diverse yet complementary ways, producing a "pentagon" of approaches that is convincing in terms of competence, originality and argumentation. An excellent piece of work!"Prof. Dr. Dario Martinelli, Director of the International Semiotics Institute."[In this review] we do hope to convey at least a sense of the multiform, complex, and insightful nature of this multivoiced editorial enterprise. Each of the five authors investigates different aspects of learning and education, at times even differing in their interpretation of major semiotic perspectives, but complementing each other and reflecting the live nature of current debate in this domain, united in their common quest for a semiotic grounding of learning and education, without hesitating to challenge traditional approaches from other disciplines such as psychology and sociology, when deemed necessary."Susan Petrilli, 'Learning and education in the global sign network', Semiotica 2020; 234: 317-420.

• IntroductionAndrew Stables, Winfried Nöth, Alin Olteanu, Sebastien Pesce and Eetu PikkarainenSection 1: Andrew Stables The Limits of LearningAndrew Stables The Semiotic EncounterAndrew Stables Semiosis, Education and Society: Affecting EncountersAndrew StablesSection 2: Winfried Nöth Education in the Domain of ThirdnessWinfried Nöth Education in the Domain of SecondnessWinfried Nöth Education in the Domain of FirstnessWinfried NöthSection 3: Alin Olteanu Ecosemiotics as a Theory of LearningAlin Olteanu Ecology, Love and LearningAlin Olteanu Sexuality as a Case of Ecological LearningAlin OlteanuSection 4: Sebastien Pesce From Comprehensive Research to Semiotic Approaches to Education: A Subjective Genealogy of Educational SemioticsSebastien Pesce Signs, Significance and Semioses in the classroom: Multimodality, Narrativity, Dialogism and Rhetoric as Cornerstones of a Fully Semiotic Perspective on Teaching and LearningSebastien Pesce Training Semiotically Wise Teachers: Rhetoric of Inquiry, Epistemology of Action and Habit ChangeSebastien PesceSection 5: Eetu Pikkarainen Learning and Semiotic TheoryEetu Pikkarainen Ontology of Learning (and Semiotics)Eetu Pikkarainen Human Learning: Education and Bildung Eetu Pikkarainen

Andrew Stables is Professor Emeritus in Education and Philosophy at Roehampton University, London and a Senior Researcher at the International Semiotics Institute, Kaunas Technological University, Lithuania. Winfried Nöthis currently based at the University of Kassel in Germany. Alin Olteanu is a Postdoctoral Researcher at Kaunas University of Technology, Lithuania. Eetu Pikkarainen is currently a Lecturer in the Faculty of Education and Open University of University of Oulu, Finland. Sébastien Pesce is Assistant Professor of Educational Studies at the University of Tours, France.

"An increasingly important and complex concept in society, "learning" is raising new questions and challenges within research. As partial as I may be, here, I feel that semiotics is properly equipped to crack at least a few answers – which, alone, is a good reason to engage into the reading of this monograph. But there is more. The five authors reflect the current landscape of edusemiotics in diverse yet complementary ways, producing a "pentagon" of approaches that is convincing in terms of competence, originality and argumentation. An excellent piece of work!"Prof. Dr. Dario Martinelli, Director of the International Semiotics Institute."[In this review] we do hope to convey at least a sense of the multiform, complex, and insightful nature of this multivoiced editorial enterprise. Each of the five authors investigates different aspects of learning and education, at times even differing in their interpretation of major semiotic perspectives, but complementing each other and reflecting the live nature of current debate in this domain, united in their common quest for a semiotic grounding of learning and education, without hesitating to challenge traditional approaches from other disciplines such as psychology and sociology, when deemed necessary."Susan Petrilli, 'Learning and education in the global sign network', Semiotica 2020; 234: 317-420.

• IntroductionAndrew Stables, Winfried Nöth, Alin Olteanu, Sebastien Pesce and Eetu PikkarainenSection 1: Andrew Stables The Limits of LearningAndrew Stables The Semiotic EncounterAndrew Stables Semiosis, Education and Society: Affecting EncountersAndrew StablesSection 2: Winfried Nöth Education in the Domain of ThirdnessWinfried Nöth Education in the Domain of SecondnessWinfried Nöth Education in the Domain of FirstnessWinfried NöthSection 3: Alin Olteanu Ecosemiotics as a Theory of LearningAlin Olteanu Ecology, Love and LearningAlin Olteanu Sexuality as a Case of Ecological LearningAlin OlteanuSection 4: Sebastien Pesce From Comprehensive Research to Semiotic Approaches to Education: A Subjective Genealogy of Educational SemioticsSebastien Pesce Signs, Significance and Semioses in the classroom: Multimodality, Narrativity, Dialogism and Rhetoric as Cornerstones of a Fully Semiotic Perspective on Teaching and LearningSebastien Pesce Training Semiotically Wise Teachers: Rhetoric of Inquiry, Epistemology of Action and Habit ChangeSebastien PesceSection 5: Eetu Pikkarainen Learning and Semiotic TheoryEetu Pikkarainen Ontology of Learning (and Semiotics)Eetu Pikkarainen Human Learning: Education and Bildung Eetu Pikkarainen