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PERSPECTIVE article
Front. Educ.
Sec. Leadership in Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1591240
This article is part of the Research TopicThe Evolution and Sustainability of Societal SystemsView all 8 articles
Pedagogical tact, sustainability and edusemiotics
Provisionally accepted- Department of Pedagogy, GIR Unisser, University of Valladolid, Valladolid, Spain
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These pages provide a theoretical approach to the notion of pedagogical tact and its relation to a sustainable and transformative school, from an edusemiotic approach. Pedagogical tact can be translated as the ability to generate a certain atmosphere in educational interaction. This requires sensitivity and interpretative skills. We associate the notion of tact and care with current proposals for sustainability, as attention to the development of the present, without compromising the needs of future generations. We propose an itinerary for educational and learning theories based on the semiotics of Charles S. Peirce and his idea of human experience as a sign to be interpreted. All this implies a relational use of the sign based on the interaction between people and their environment, from positions of sustainable development. In other words, and according to Unesco's definition, relational, integrative, empathetic, anticipatory and systematic reflection of schools, as the foundation of the new Agenda.
Keywords: Pedagogical tact, sustainability, edusemiotics, Peirce, Education, Semiotic
Received: 10 Mar 2025; Accepted: 09 Apr 2025.
Copyright: © 2025 Gómez Redondo and Obregón. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Susana Gómez Redondo, Department of Pedagogy, GIR Unisser, University of Valladolid, Valladolid, Spain
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