ABSTRACT
This chapter addresses the value of intuition from the perspective of edusemiotics. It examines the classical study of Eric Berne who asserted that we learn more via intuition than via logic. The chapter argues that while intuition is traditionally considered outside reason, it parallels Peirce’s logical category of abduction. Intuition is posited as part and parcel of the learning process that involves both communication and signification as the creation of meanings via the interpretation of signs. The absence of intuitive knowing limits the growth of subjectivity, but semiotic subjectivity is endowed with an intuitive ability in the form of the barely perceptible inference. The chapter presents some recent research in the area of the cognitive unconscious. The edusemiotic mode of learning with the unconscious foregrounds what Michael Polanyi called the tacit dimension of knowledge, which has a vectorial character. In conclusion, the chapter constructs a visual model of integrated knowledge as a vectorial diagram on the complex plane.
