ABSTRACT
As an applied case of the ecosemiotic theory of learning, this chapter explains that sexuality has an educational and philosophical bearing. Sexuality is considered in relation to learning for three reasons, all supporting the view that sexual desire and activity is a most insightful mode of learning. First, a semiotic account of learning recognises in sexual activity the main semiotic tools of learning. Second, if an ecological account of learning implies an altruistic dimension of learning, then in sexual activity, altruism is either fulfilled or denied. Charles Sanders Peirce's theory of evolution endorses this view. As such, the third reason is epistemological, consisting simultaneously of supporting Peirce's theory of evolution from an ecosemiotic perspective and in further developing this theory of learning in the Peircean vein, in which biosemiotics and ecosemiotics have been developed. Peirce's doctrine of agapasm supports the account of sexuality as learning.
