Educational Psychology: A Cultural Psychological and Semiotic View Howard A. Smith Faculty of Education Queen's University Kingston ON K7L3N6 Canada Email:
[email protected] Paper presented at the meeting of the Australian Association for Research in Education Adelaide, December 1998 Abstract The paper supports previous writings by claiming that two psychologies, the causal and the purposive, exist based on their very different metaphors about how world events may be understood. Mechanism, the world view embracing the metaphor of the machine, seeks the lawful and generalizable results sought by causal psychology. Contextualism, the world view based on the metaphor of the historic event, seeks to understand events based on situational meanings and is the perspective adopted by purposive psychology and, by extension, semiotics. The differing types of representation and meaning, along with some research on memory, are used to illustrate the differing views and research priorities of these two perspectives. Finally, five implications of adopting a semiotic perspective in educational research and practice are outlined. Educational Psychology: A Cultural Psychological and Semiotic View It is with this end in view, the provision of a natural as opposed to an artificial theory of thinking, that we begin with the consideration of signs Ogden & Richards, 1949, p. 50 Traditional educational psychology is distinguished by its focus on the measured behaviour of group performances and on resulting generalizable findings. However, an alternative perspective exists that focuses on the ongoing meaning-making achieved by both individuals and groups within particular sociocultural settings. This alternative view, cultural psychological and semiotic in nature, is concerned with understanding phenomena and their ongoing processes instead of with establishing causal relationships among discrete products or variables.