Abstract

This chapter looks back at Andrew Stables’ essential contribution to semiotic approaches to education. Its aim is to show how Stables’ contribution to edusemiotics is situated in his own intellectual journey, and in a research tradition that mobilizes semiology and semiotics to understand educational processes. While Andrew Stables himself studied the dynamics of meaning in education by drawing extensively on philosophy (notably on classical sources), he also fostered the development of a network of researchers from a wide variety of theoretical traditions, allowing for the emergence of a complex and multi-referential approach to the processes of meaning-making at play in educational settings.