Abstract
Tarot edusemiotics creates in practice an unorthodox experimental “foundation” for moral knowledge, both actual and potential, and should help us in repairing what Isaiah Berlin (1990), borrowing a phrase from Marx, called the crooked timber of humanity. Tarot images create an adventure story of our learning in the school of life, with its many events and experiences. Indeed, the “stories lives tell” (Witherell & Noddings, 1991), which unfold when the pictures are read and interpreted in the context of a particular layout (Semetsky, 2011), bind together disparate events and amount to what Charles Taylor (1989) called the quest for the Good.
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Semetsky, I. (2013). The Paradox of Inquiry. In: The Edusemiotics of Images. Educational Futures, vol 55. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-055-2_11
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