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Considerations of "education" fascinate in the case of Kevelson for various reasons. They do, however, also make limitations visible. Fascination and limitation go hand in hand, and form in this case a clear profile that initiates a plea to develop further research. This chapter focuses on the nature of Semiotics, furthermore on the implications of Kevelson's understanding of the concept of dialogue as a valuable contrast to other forms of communication, on a complete absence of any notion of the engenderment of Digital– or E–education and related forms of unfolding E–communication during the last decade of her scientific and educational activity, and the absence of personal educational experience in a Law School.

DOI: 10.1007/978-3-319-69520-4_4

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