The belief that "moral experience is a puzzle and moral education is its stumbling interpreter" (Radest, 2000, p. II) continues to haunt us amidst the urgency of bringing the values dimension into education. Within the traditional analytic approach that tends to permeate curricula at both formal and "hidden" levels (Fraenkel, 1997) moral, or values, education is usually centered on clarifying values or inculcating particular virtues within character education programs. This chapter will consider a semiotic alternative to the problematic of moral education as grounded in the legacy of great American pragmatists, John Dewey and Charles Sanders Peirce. Peirce equated logic with triadic semiotics, that is, a relational process describing the quasi-necessary laws of thinking. Moral education will be posited as indeed stumbling and will be re-conceptualized against a model of reasoning that logically incorporates what I earlier called moral stuttering (2005a).
Semiotics Education Experience p. 53-69
Educational Futures: Rethinking Theory and Practice