Semiotic Treatment of Folk Education with the Implication of Socio-Digital Knowledge System

Abstract

The socio-digital knowledge system (SDKS) is the paradigm provided in this study that takes into account the digital economy. This model deals with the detour of transition from the “as is” to the “as ought to be” reality, which can be considered the main grounds of folk education. Folk society’s current state symbolises the remaining types that have yet to be accounted for by any other educational development organisations. There may not be any “remaining variety” in the real world. The “as should be” educational system, on the other hand, continues to evolve in response to political and socio-cultural factors. This effort focuses on the nature of the psychology of the monolingual speakers’ collective self when they are obliged to maintain in a tumultuous social environment with two poles, “as it is” and “as it ought to be”. In Indian communities, our model focuses on the unclear interpretation of social mobilisation and hierarchy principles, as well as the imprecise term of “class”. To comprehend the mentioned bipolar possibility in terms of educational growth, we employ semiotic devices as a methodology.