Abstract

This entry addresses the action theoretical semiotics derived from A. J. Greimas’s theory and positions it in the context of edusemiotics. Greimas’s narratological theory is discussed and investigated in terms of its fruitfulness for education. The entry focuses on the major features of Greimas’s theory such as his famous actantial model as well as the anthropomorphic, or human- and subject-centered, approach in general. According to Greimas, at the core of the meaning of every significant discourse, there lies a typical human situation within which the actants – or entities that assume certain roles in a narrative story – function as Subject and Object, Sender and Receiver, and at times also as Helper and Opponent. Greimas’s central analytic tools, the semiotic square and the generative model, are interpreted in dynamic terms and applied to the analysis of education as a meaningful practice. These tools help us see education as a value-based action and shed a critical light on the presupposed dualism between nature and culture in the context of education. For the analysis of action, Greimas’s major concepts prove themselves to be especially useful. The conception of competences expressed, specifically, in modal verbs such as want, can, know, and must is significant for education. As such, education becomes an action that strives to develop students’ competences.