The concept of Semiotic Learning is presented as a conceptual framework which directs and informs action within an institutional setting. The fields of organizational learning and knowledge management represent an effort on behalf of organization and management theory to deal with the challenges brought by the knowledge economy of the information age. These areas focus on collaborative forms of work and learning, knowledge creation and sharing, and on reflexive practice and double-loop learning, i.e. questioning our own assumptions. These initiatives aim at responding to the increased complexity and pace of change of organizational environments. However, these management areas focus on issues that they themselves cannot explain. Collaboration and reflection involve a rich conceptual heritage that cannot be dismissed and which management science has to learn to incorporate and integrate. Semiotic Learning stands for the effort to reflect upon critical issues in the field of organizational learning and to propose innovative and breakthrough conceptual approaches that may bring depth and breath to management theory and practice. The knowledge economy implies the creation of a learning society. However, the contours and boundaries of a learning society cannot be predefined and have to be created as society itself develops. For this reason it is critical to review current epistemological standings and to aim at creating further windows of opportunity. The last quarter of the twentieth century witnessed an epistemic shift towards knowledge and cognition while previous influences from the linguistic turn and the anthropologic turn deserve only side attention and remain largely ignored by mainstream research across human sciences. The concept of Semiotic Learning focus on the philosophical categories of action and language and claims that the equally important categories of knowledge and meaning represent a consequence and a result of the exercise and practice of language and action. Knowledge and cognition, according to mainstream conceptualization, are largely theoretical and individual endeavors. However, Semiotic Learning claims for the intrinsic social and practical, experience-based and collective-based, nature of knowledge, cognition and meaning-making. Social semiotics, and Bakhtin's social theory of discourse and of social subjectivity are used in order to bring alternative foundational conceptualizations to knowledge and cognition, alternative to pure reductive cognitivist approaches. Heidegger's perspective on hermeneutics, as a simultaneously epistemological and ontological activity, enables the critical step of acknowledging the importance of ontology and of the being-in-the-world instance as integrating as well as surpassing the reductive notion of a subject-object linear and cause-effect approach. These conceptual contributions form the basis of a constructive critique to common approaches to knowledge and learning within organizations as well as within educational institutions, and propose an action-based transformative learning perspective able to inform and to direct change at societal level, thus enabling the full exploration of the learning society potential. Semiotic Learning may thus be understood as a tool for social change through a change of mentalities and mindsets: learning is pervasive and powerful and once there are enough possibility-conditions its creative, innovative and transformative capacity may be unleashed.