Education as Hypertext: A Re-reading of Four Educational Philosophies in the Light of Cultural Semiotics and Intertextuality

This article proceeds from the theoretical assumption that education can be conceived as a fundamentally hypertextual phenomenon. Drawing on Kristeva's intertextuality and Lotman's cultural semiotics, the study re-reads four major educational philosophies—Perennialism, Essentialism, Progressivism, and Social Reconstructionism—from a hypertextual perspective. The analysis reveals that each philosophy emphasizes a different dimension of hypertextual learning environments: Perennialism prioritizes content stability and depth, Essentialism emphasizes structural coherence and navigation, Progressivism highlights learner agency and experiential exploration, and Social Reconstructionism focuses on critical purpose and social transformation. Based on this comparative analysis, the article proposes the CSMP model (Content, Structure, Method, Purpose), a integrative framework for designing hypertextual learning environments that synthesizes the strengths of all four traditions while acknowledging their inherent tensions as a creative space for instructional design.

کلیدواژه ها:

Education as Hypertext ، Intertextuality ، Cultural Semiotics ، Perennialism ، Essentialism ، Progressivism ، Social Reconstructionism ، CSMP Model ، Hypertextual Learning Environments