Repository | Book | Chapter
(2017) Edusemiotics, Dordrecht, Springer.
There is a tendency to reduce erotica to sexual desire or lust according to the conventional perception of Eros. By liberating Eros from mere eroticism, the relation between erotica and semiotica is revealed. As the generator-of-desire, Eros seduces us to engage in a learning process awakening a sense of wholeness. This process has remarkable features of reciprocity and infinity, where love manifests in the desire to create a microcosmic whole and to seek its expansion into an evolving macrocosmic whole. Drawing on Bataille's eroticism, Baudrillard's seduction, Gebser's aperspectival consciousness, and Peirce's evolutionary love, a case for the role of love in edusemiotics as an integrative conceptual framework is proposed. The chapter revisits the relation between erotica, beauty, imagination, design, and intentionality. Teaching and learning the love of wholeness is the raison d'être of edusemiotics.
Publication details
DOI: 10.1007/978-981-10-1495-6_19
Full citation:
Seif, F. Y. (2017)., Erotica and semiotica: what's love got to do with edusemiotics?, in I. Semetsky (ed.), Edusemiotics, Dordrecht, Springer, pp. 263-275.
This document is unfortunately not available for download at the moment.