ABSTRACT
In denial of Cartesian dualism, edusemiotics posits spirit and matter not as binary opposites but together forming one organic whole: spirit is embodied in matter and the world demonstrates the presence of semiotic intelligence. One of the objectives of edusemiotics becomes to educate in the spiritual dimension of experience. This chapter revisits the ancient Hermetic tradition to highlight some features it shares with semiotics, including the relational worldview, the presence of subtle “veiled” signs in nature that require a subjective effort to “unveil”, read and interpret them, and a relevant pedagogical method. With regard to the latter, the chapter considers the positions of several educational philosophers who address the place for spirituality in education. The chapter considers the way of signs toward Integral consciousness and also discusses a specific hermeneutic method for “decoding” and integrating the unconscious in practice as one of the means for educating in spirituality, while also interrogating the notion of codification.
