Abstract The contribution that may come from the general science of signs, semiotics, to the planning and development of education and learning at all levels, from early schooling through to university education and learning should not be neglected. As Umberto Eco claims in the “Introduction” to the Italian edition of his book Semiotica and Philosophy of Language (1984: xii, my trans.), “[general semiotics] is philosophical in nature, because it does not study a particular system, but posits the general categories in light of which different systems can be compared. And for general semiotics philosophical discourse is neither advisable nor urgent: it is simply constitutive.” To the title of their book Semiotic Theory of Learning, at the centre of our attention in the present text, Andrew Stables, Winfried Nöth, Alin Olteanu, Sébastien Pesce, and Eetu Pikkarainen, rightly add the subtitle New Perspectives in the Philosophy of Education. This multivoiced contribution to research in learning and education in a semiotic framework has a unifying reference in the semiotics of Charles S. Peirce, but without disregarding an array of other distinguished exponents of the teaching and education sciences from different disciplines, semioticians and philosophers alike. This book, a polyphonic effort, with its appeal to “act otherwise,” and to do so investing in learning and education, no doubt makes a significant contribution in such a direction: education for transformation, for humanizing social change. Beyond evidencing what to us are particularly interesting aspects of the topics under discussion in Semiotic Theory of Learning, we also propose to continue and amplify this multivoiced dialogue. While highlighting still other aspects and contributions made by the same semioticians and philosophers presented by the authors of this book, involving such figures as Charles Peirce, Charles Morris, Thomas Sebeok, John Deely, etc., we have further introduced other voices made to resound throughout, whether directly or indirectly, like that of Victoria Welby, Mikhail Bakhtin, Emmanuel Levinas, Adam Schaff, Ferruccio Rossi-Landi, Marcel Danesi, Augusto Ponzio, and Genevieve Vaughan.

中文翻译：

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全球标识网络中的学习和教育

摘要不应忽视符号，符号学的一般科学对从早期教育到大学教育与学习的各个层次教育和学习的计划和发展的贡献。正如Umberto Eco在他的著作《符号学和语言哲学》（1984：xii，我的译本）的意大利语版的“简介”中所宣称的那样，“ [通用符号学]本质上是哲学的，因为它不研究特定的系统，但根据可以比较的不同系统提出了一般类别。对于一般的符号学来说，哲学话语既不建议也不紧急：它只是构成性的。” 在本文中我们关注的焦点是他们的《符号学的学习理论》一书的标题，安德鲁·马able，温弗里德·诺斯，阿林·奥尔特亚努，塞巴斯蒂安·佩斯 和Eetu Pikkarainen，正确地在教育哲学中添加了副标题“新观点”。这种在符号学框架下对学习和教育研究的多方面贡献在查尔斯·S·皮尔士的符号学中具有统一的参考意义，但是却没有忽视来自不同学科，符号学和哲学家的一系列教学和教育科学的杰出代表。这本书是复音作品，它呼吁“采取其他行动”，并为此进行学习和教育方面的投资，无疑在以下方向做出了重大贡献：变革教育，人性化社会变革。除了向我们证明什么是符号学理论中讨论的主题中特别有趣的方面外，我们还建议继续并扩大这种多声对话。