Historically the words representation and symbol have had overlapping meanings, meanings that usually disregard the role played by the interpreter. Peirce’s theory of signs accounts for these meanings and also for the role of the interpreter. His theory draws attention to the static and dynamic nature of signs. Sign interpretation can be viewed as a continuous dynamic and evolving process. The static and dynamic nature of signs helps us understand the teaching–learning activity as a process of interpretation on the part (...) of teacher and students. The paper attempts to explain the classroom interpretation process on the part of the actors involved using the Peircean theory of signs. (shrink)

Open peer commentary on the article “Learning How to Innovate as a Socio-epistemological Process of Co-creation: Towards a Constructivist Teaching Strategy for Innovation” by Markus F. Peschl, Gloria Bottaro, Martina Hartner-Tiefenthaler & Katharina Rötzer. Upshot: This commentary emphasizes the three levels of a teaching methodology designed to scaffold conceptual autonomy and innovation on the part of graduate students with diverse areas of expertise.