The concepts of semantic gravity and semantic density have been rapidly taken up, as they systematicaly analyse key dimensions that recur throughout Bernstein’s ideas and in work using his approach. They also provide a means of moving beyond the binary, ideal-typical model of knowledge structures. For studies using these concepts, see the bottom of this page and the Practice pages.
Semantic gravity
Maton, K. (2008) Gravité sémantique et Apprentissage segmenté, in Vitale, P. & Frandji, D. (Eds.) Enjeux Sociaux, Savoirs, Langage, Pedagogie: Actualité et fécondité de l'oeuvre de Basil Bernstein. Rennes, University of Rennes Press. This is published in English as: Maton, K. (2010) Segmentalism: The problem of building knowledge and creating knowers, in Vitale, P. & Frandji, D. (Eds.) Knowledge, Pedagogy & Society: International perspectives on Basil Bernstein's sociology of education. London, Routledge.
Maton, K. (2009) Cumulative and segmented learning: Exploring the role of curriculum structures in knowledge-building, British Journal of Sociology of Education, 30(1): 43-57.
This paper extends the focus on cumulative building of knowledge to address curriculum and pedagogy. It explores the problem of segmented learning, when pupils learn a series of discrete, strongly bounded ideas or skills over time rather than progressively building on their previous knowledge. The paper develops Bernstein's conceptualisation of discourses and knowledge structures, overcoming dichotomies in his model by focusing on 'semantic gravity' or the context-dependency of knowledge. This framework is used, in conjunction with legitimation codes, to analyse two contrasting examples of educational practices: 'authentic learning environments' in professional education at university; and 'The Journey' in secondary school English. These examples form the basis for a discussion of the educational consequences of segmented learning. (The French paper is an early version of the journal article).
Semantic density
Maton, K. (2008) Grammars of sociology: How to build knowledge. Proceedings of the fifth international Basil Bernstein symposium. Cardiff, Cardiff University.
Maton, K. (2010) Knowledge-building: Analysing the cumulative development of ideas, in Ivinson, G., Davies, B. & Fitz, J. (eds.) Knowledge and Identity: Bernsteinian approaches and applications. London, Routledge.
Maton, K. (2011) Theories and things: The semantics of disciplinarity, in Christie, F. & Maton, K. (eds) Disciplinarity: Functional linguistic and sociological perspectives. London, Continuum, 62-84.
These papers extend the conceptual framework to analyse the form taken by theory building in sociology and education, drawing on the concepts developed in preceding papers and introducing the notion of ‘semantic density’ which addresses the process whereby descriptions are condensed into abstract concepts. These are used to analyse the modes of theorising of Bernstein and Bourdieu, focusing first on their internal languages of description and, secondly, on their external languages of description. This shows that in Bernstein’s mode these two dimensions are characterised by different degrees of abstraction (semantic gravity) and condensation of meaning (semantic density). It is argued this represents the key to creating cumulative knowledge that progresses towards greater generality and explanatory power. In contrast, Bourdieu’s mode of theorising is characterised by an internal language with weaker vertical relations of condensation and abstraction between concepts, and an external language based on a ‘cultivated gaze’ rather than an external language of description. This limits its capacity for enabling cumulative knowledge. The conference paper is a first draft and includes an introduction to the paper below (as they were originally conceived as two halves of one paper which then grew into two).
Semantic waves
Maton, K. (2011) Mastering semantic waves: A key to cumulative knowledge and social justice, Australian Systemic Functional Linguistics Association Annual Conference, University of New England, Armidale, Sept.
The wave appears in chapters of Knowledge and Knowers on 'semantic gravity' and 'semantic density' and has been presented at lectures and conferences in Australia, France and Ireland. It is central to a collaborative teaching intervention aiming to enable students to experience cumulative learning. Here is a recording and slides from a talk given in Australia:
Maton, K. (2011) Semantic waves: How to help students experience cumulative learning, ERIN Lecture Series of Senior Educational Researchers, Newcastle University, Australia, Oct.
Cosmologies and constellations
Maton, K. (2008) Knowledge-building: How can we create powerful and influential ideas?, paper presented at Disciplinarity, Knowledge & Language: An international symposium, University of Sydney, Dec.
Now drafted as: 'Cosmologies: How to win friends and influence people' (available from This e-mail address is being protected from spambots. You need JavaScript enabled to view it )
This paper builds on the ones above to address why cumulative and segmental theories enjoy contrasting fortunes within fields such as sociology and education. Using the example of the construction of 'teacher-centred' and 'student-centred' approaches, these fields are analysed in terms of their 'cosmologies' and the ways in which these create 'constellations' of positions that are imbued with different axiological charges, as positive and negative. The paper then uses these concepts to explore why more epistemologically powerful theories are consigned to the morally negative pole of these fields, and how they can changed to enable cumulative knowledge-building.
Papers exploring Semantics
Kilpert, L. & Shay, S. (forthcoming) Kindling fires: examining the potential for cumulative learning in a Journalism curriculum, Teaching in Higher Education.
29 Feb 2012: Illuminating Knowledge: Exploring the nature of knowledge in the natural sciences, 1st Annual Legitimation Code Theory Science and Mathematics Symposium, University of Sydney.
- audio and ppt files for talks by Karl Maton, Christine Lindstrom, Yaegan Doran, Helen Georgiou and Jing Hao.
Djonov, E., Doran, Y. & Hood, S. (2011) Presenting and interacting with knowledge in different disciplines: The role of language, body and presentation technologies in face-to-face undergraduate lectures, Australian Systemic Functional Linguistics Association National Conference, University of New England, Armidale, Sept.
Hao, J. (2011) Investigating development of ‘semantic waves’ in undergraduate biology, Australian Systemic Functional Linguistics Association National Conference, University of New England, Armidale, Sept.
Macnaught, L. (2011) Meaning-cues in teachers’ initiation moves, Australian Systemic Functional Linguistics Association National Conference, University of New England, Armidale, Sept.
Matruglio, E., Maton, K. & Martin, J.R. (2011) Waves through time: Temporality and the semantic wave, Australian Systemic Functional Linguistics Association National Conference, University of New England, Armidale, Sept.
Macnaught, L., Matruglio, E., Maton, K. & Martin, J.R. (2011) Jointly constructing the semantic wave in teacher training, Australian Systemic Functional Linguistics Association National Conference, University of New England, Armidale, Sept.
Martin, J.R. (2011) Embedded literacy: Knowledge as meaning, Australian Systemic Functional Linguistics Association National Conference, University of New England, Armidale, Sept.
Sieborger, I. et al (2011) Spatial negotation as recontextualisation in the Parliament of the Republic of South Africa, Mobility, Language, Literacy conference, University of Cape Town, Jan.
Martin, J., Maton, K. & Matruglio, E. (2010) Historical cosmologies: Epistemology and axiology in Australian secondary school history, Revista Signos 43(74): 433-463.
Shalem, Y. & Slonimsky, L. (2010) Seeing epistemic order: construction and transmission of evaluative criteria, British Journal of Sociology of Education, 31(6), 755-778.
Martin, J. R. (2011) Bridging troubled waters: Interdisciplinarity and what makes it stick. in Christie, F. & Maton, K. (eds.) Disciplinarity: Functional linguistic and sociological perspectives. London, Continuum.