The present text starts from the assumption that "mediating" and "weaving" are two core concepts that can grasp the still young relationship of educational theory and semiotics. The distinction of these two concepts can be seen as an elaboration of the idea that relations within a signs differ from relations between signs, an idea that runs parallel to the distinction of the coherence and correspondence of sign systems. The thrust of the present paper is to overcome the confrontation of "learning as acquisition" vs. "learning as participation." The complementarity of mediating and weaving can be helpful in formulating roads out of this fruitless confrontation. These concepts may also be helpful to elucidate how the semiotic-psychological approach of L. S. Vygotskij is related to the semiotics of C. S. Peirce