Background Genomic research on neurodevelopmental disorders (NDDs), particularly involving minors, combines and amplifies existing research ethics issues for biomedical research. We performed a review of the literature on the ethical issues associated with genomic research involving children affected by NDDs as an aid to researchers to better anticipate and address ethical concerns. Results Qualitative thematic analysis of the included articles revealed themes in three main areas: research design and ethics review, inclusion of research participants, and communication of research results. Ethical (...) issues known to be associated with genomic research in general, such as privacy risks and informed consent/assent, seem especially pressing for NDD participants because of their potentially decreased cognitive abilities, increased vulnerability, and stigma associated with mental health problems. Additionally, there are informational risks: learning genetic information about NDD may have psychological and social impact, not only for the research participant but also for family members. However, there are potential benefits associated with research participation, too: by enrolling in research, the participants may access genetic testing and thus increase their chances of receiving a (genetic) diagnosis for their neurodevelopmental symptoms, prognostic or predictive information about disease progression or the risk of concurrent future disorders. Based on the results of our review, we developed an ethics checklist for genomic research involving children affected by NDDs. Conclusions In setting up and designing genomic research efforts in NDD, researchers should partner with communities of persons with NDDs. Particular attention should be paid to preventing disproportional burdens of research participation of children with NDDs and their siblings, parents and other family members. Researchers should carefully tailor the information and informed consent procedures to avoid therapeutic and diagnostic misconception in NDD research. To better anticipate and address ethical issues in specific NDD studies, we suggest researchers to use the ethics checklist for genomic research involving children affected by NDDs presented in this paper. (shrink)

The aim of this paper is to contribute to the discussion of expertise and skilled movement in sport by analysing the bodily practice of learning a new movement at a high level of skill in parkour. Based on Sennett’s theory of craftsmanship and an ethnographic field study with experienced practitioners, the analysis offers insight into the skilful, contextual and unique practice of parkour, and contributes to the renewed discussion of consciousness in sport at a high level of skill. With (...) Sennett’s concept of craftsmanship, it is possible to describe and grasp important aspects of obstacles put up, repetitions and material consciousness in developing perceptual and physical skills in parkour. The parkour craftsmen conduct a constant dialogue between concrete, material practices and thinking. It is argued in the article that Sennett’s ideas about craftsmanship are, in many ways, similar to Dreyfus and Dreyfus’ concept of mastery, but are less elitist and exclusive than the theory of skill acquisition... (shrink)

Teaching and learning mathematics through enactive metaphorizing necessarily rests on interactions of teachers and learners. In this commentary, I illustrate that supporting learners’ enactive ….

What is the strength of anthropological fieldwork when we want to understand human technologies? In this article we argue that anthropological fieldwork can be understood as a process of gaining insight into different contextualisations in practiced places that will open up new understandings of technologies in use, e.g., technologies as multistable ontologies. The argument builds on an empirical study of robots at a Danish rehabilitation centre. Ethnographic methods combined with anthropological learning processes open up new way for exploring how (...) robots enter into professional practices and change values, social relations and materialities. Though substantial funding has been invested in developing health service robots, few studies have been undertaken that explore human-robot interactions as they play out in everyday practice. We argue that the complex learning processes involve not only so-called end-users but also staff, management, doings and discourse in a complex amalgamation of materials and values. (shrink)

Experimental studies report positive effects of signing for language acquisition and communication in children with and without language development delays. However, little data are available on natural kindergarten settings. Therefore, our study used questionnaire data to investigate the sign learning in hearing children with and without language development delays in an inclusive kindergarten group with a co-enrolled deaf child and a deaf signing educator. We observed that the hearing children in this co-enrollment group learned more signs than the (...) hearing children from groups with only hearing educators who learned signs in a training program. Hearing children’s sign learning showed a tendency toward correlating positively with their level of spoken language development. However, the individual background for children with language development delays impacted this relationship. Additionally, we examined the modality use of all children in interactions with hearing and deaf educators and peers using questionnaire and video data. Despite acquiring signs, hearing children predominantly used spoken language with hearing educators and predominantly nonverbal communication strategies with the deaf educator and the deaf child. Children with language development delays used code-blending with hearing educators in a few cases. The deaf child used mainly sign language for interactions with the deaf educator and mainly nonverbal communication with hearing educators and peers. Overall, our results suggest that the presence of a deaf educator increases sign learning in hearing children. However, in interactions during free play, they barely used signs making it particularly challenging for the deaf child to participate. This reveals that, in addition to a deaf role model, more sign language competent peers and targeted approaches increasing the use of the visual modality are required. (shrink)

In Gilles Deleuze's philosophy, becoming is one of central metaphors; and the concept of becoming resonates with a number of contemporary debates in educational theory (Semetsky 2006, 2008). Several of Deleuze's philosophical works were written together with practicing psychoanalyst Felix Guattari (Deleuze and Guattari, 1987; 1994), such a collaboration bringing theoretical problematic into closer contact with practical concerns and socio-cultural contexts. Deleuze and Guattari conceptualized their philosophical method as Geophilosophy, privileging geography over history and stressing the value of the present-becoming, (...) that is, a possibility for becoming-other in each and every present moment. In this chapter we explore Deleuze's dynamics of becoming-other situated within a larger milieu of informal education in terms of learning from experience as a mode of cultural pedagogy. Deleuze's pedagogy implicit in his philosophy entails the reading of signs, symbols, and symptoms that lay down the dynamical structure of experience. Experience cannot be limited to what is immediately perceived; still, the Deleuzian line of flight or becoming is real even if "we don't see it, because it's the least perceptible of things" (Deleuze, 1995, p. 45). We are affected by experience, and thinking enriched with its affective dimension is always experimental, like a process of trying, testing, and creating. Experience is future-oriented, lengthened and enfolded, representing an experiment with what is new, or coming into being, becoming. (shrink)

This article explores the role of the Deaf child as peer educator. In schools where sign languages were banned, Deaf children became the educators of their Deaf peers in a number of contexts worldwide. This paper analyses how this peer education of sign language worked in context by drawing on two examples from boarding schools for the deaf in Nicaragua and Thailand. The argument is advanced that these practices constituted a child-led oppositional pedagogy. A connection is drawn to (...) Freire’s (1972) theory of critical pedagogy. Deaf children’s actions as peer educators are framed as an act of resistance towards the oppression of their language and culture. A contrast is drawn between oralist pedagogy that is historically associated with punitive practices and didactic methods and the experiential and dialogic interaction that characterised peer learning of sign languages. The argument is made that the peer teaching and learning processes enabled the self-actualisation of the Deaf children whereas the oralist methods were based on a deficit model that focused on modifying deaf children according to the norms of hearing society. The implications of this for current policy and practice are inferred to be about access to sign languages and the importance of Deaf communities in deaf children’s education. The argument is made that space needs to be created for deaf children to engage in peer learning. (shrink)

The contribution that may come from the general science of signs, semiotics, to the planning and development of education and learning at all levels, from early schooling through to university education and learning should not be neglected. As Umberto Eco claims in the “Introduction” to the Italian edition of his book Semiotica and Philosophy of Language (1984: xii, my trans.), “[general semiotics] is philosophical in nature, because it does not study a particular system, but posits the general categories (...) in light of which different systems can be compared. And for general semiotics philosophical discourse is neither advisable nor urgent: it is simply constitutive.” To the title of their book Semiotic Theory of Learning, at the centre of our attention in the present text, Andrew Stables, Winfried Nöth, Alin Olteanu, Sébastien Pesce, and Eetu Pikkarainen, rightly add the subtitle New Perspectives in the Philosophy of Education. This multivoiced contribution to research in learning and education in a semiotic framework has a unifying reference in the semiotics of Charles S. Peirce, but without disregarding an array of other distinguished exponents of the teaching and education sciences from different disciplines, semioticians and philosophers alike. This book, a polyphonic effort, with its appeal to “act otherwise,” and to do so investing in learning and education, no doubt makes a significant contribution in such a direction: education for transformation, for humanizing social change. Beyond evidencing what to us are particularly interesting aspects of the topics under discussion in Semiotic Theory of Learning, we also propose to continue and amplify this multivoiced dialogue. While highlighting still other aspects and contributions made by the same semioticians and philosophers presented by the authors of this book, involving such figures as Charles Peirce, Charles Morris, Thomas Sebeok, John Deely, etc., we have further introduced other voices made to resound throughout, whether directly or indirectly, like that of Victoria Welby, Mikhail Bakhtin, Emmanuel Levinas, Adam Schaff, Ferruccio Rossi-Landi, Marcel Danesi, Augusto Ponzio, and Genevieve Vaughan. (shrink)

Starting from the observation that small children can count more objects than numbers—a phenomenon that I am calling the “lifeworld dependency of cognition”—and an analysis of finger calculation, the paper shows how learning can be explained as the development of cognitive systems. Parts of those systems are not only an individual’s different forms of knowledge and cognitive abilities, but also other people, things, and signs. The paper argues that cognitive systems are first of all semiotic systems since they are (...) dependent on signs and representations as mediators. The two main questions discussed here are how the external world constrains and promotes the development of cognitive abilities, and how we can move from cognitive abilities that are necessarily connected with concrete situations to abstract knowledge. (shrink)

This article critiques certain notions of a learning society. These are framed largely in economic and humanist frameworks of competitiveness and social exclusion. This overlooks the implications of information, communications and media technologies, and the linguistic turn in social theory. These suggest a learning society can be framed as a 'society of signs'. Some of the possible implications of the latter are outlined.

How does sign language compare with gesture, on the one hand, and spoken language on the other? Sign was once viewed as nothing more than a system of pictorial gestures without linguistic structure. More recently, researchers have argued that sign is no different from spoken language, with all of the same linguistic structures. The pendulum is currently swinging back toward the view that sign is gestural, or at least has gestural components. The goal of this review (...) is to elucidate the relationships among sign language, gesture, and spoken language. We do so by taking a close look not only at how sign has been studied over the past 50 years, but also at how the spontaneous gestures that accompany speech have been studied. We conclude that signers gesture just as speakers do. Both produce imagistic gestures along with more categorical signs or words. Because at present it is difficult to tell where sign stops and gesture begins, we suggest that sign should not be compared with speech alone but should be compared with speech-plus-gesture. Although it might be easier to blur the distinction between sign and gesture, we argue that distinguishing between sign and gesture is essential to predict certain types of learning and allows us to understand the conditions under which gesture takes on properties of sign, and speech takes on properties of gesture. We end by calling for new technology that may help us better calibrate the borders between sign and gesture. (shrink)

Augustine’s De Magistro is a short and relatively minor dialogue that often is overlooked. Nevertheless, it is an important text, both for its role in the development of key themes in Augustine’s thought and because of its epistemological and pedagogical contributions to the philosophy of education. This paper explores the significance of De Magistro in three steps. First, it introduces the dialogue and offers a summary of Augustine’s argument therein. It then examines important contributions that this dialogue makes in the (...) development of Augustine’s thought regarding signs and the inner teacher. Finally, it explores some educational implications of De Magistro regarding the nature of teaching and the use of Socratic dialogue that Augustine plunders from the previous work of the pagan Plato. (shrink)

Historically the words representation and symbol have had overlapping meanings, meanings that usually disregard the role played by the interpreter. Peirce’s theory of signs accounts for these meanings and also for the role of the interpreter. His theory draws attention to the static and dynamic nature of signs. Sign interpretation can be viewed as a continuous dynamic and evolving process. The static and dynamic nature of signs helps us understand the teaching–learning activity as a process of interpretation on (...) the part of teacher and students. The paper attempts to explain the classroom interpretation process on the part of the actors involved using the Peircean theory of signs. (shrink)

We are far removed, in this section of the Encyclopedia on memory, from the mnemotechnic icons described by Francis Yates in The Art of Memory and much closer to Augustine's advice about how to remember and to psalmodize Scripture. Memory, for Hegel, is the learning by rote of names, or of words considered as names, and it can therefore not be separated from the notation, the inscription, or the writing down of these names. In order to remember, one is (...) forced to write down what one is likely to forget. The idea in other words, makes its sensory appearance, in Hegel, as the material inscription of names. Thought is entirely dependent on a mental faculty that is mechanical through and through, as remote as can be from the sounds and the images of the imagination or from the dark mine of recollection, which lies beyond the reach of words and of thought[…]No wonder, then, that Hegel's Aesthetics turns out to be a double and possibly duplicitous text. Dedicated to the preservation and the monumentalization of classical art, it also contains all the elements which make such a preservation impossible from the start. Theoretical reasons prevent the convergence of the apparently historical and the properly theoretical components of the work. This results in the enigmatic statements that have troubled Hegel's readers, such as the assertion that art is for us a thing of the past. This has usually been interpreted and criticized or, in some rare instances, praised as a historical diagnosis disproven or borne out by actual history. We can now assert that the two statements "art is for us a thing of the past" and "the beautiful is the sensory manifestation of the idea" are in fact one and the same. To the extent that the paradigm for art is thought rather than perception, the sign rather than the symbol, writing rather than painting or music, it will also be memorization rather than recollection. As such, it belongs indeed to a past which, in Proust's words, could never be recaptured, retrouve. Art is "of the past" in a radical sense, in that, like memorization, it leaves the interiorization of experience forever behind. It is of the past to the extent that it materially inscribes, and thus forever forgets, its ideal content. The reconciliation of the two main theses of the Aesthetics occurs at the expense of the aesthetic as a stable philosophical category. What the Aesthetics calls the beautiful terms turns out to be, also, something very remote from what we associate with the suggestiveness of symbolic form.Paul de Man, Sterling Professor of the Humanities at Yale University, is the author of Blindness and Insight and Allegories of Reading and is currently completing a book tentatively titled The Resistance to Theory. His previous contributions to Critical Inquiry are "Political Allegory in Rousseau", "The Epistemology of Metaphor", and "A Letter". (shrink)

The paper aims to show how by elaborating the Peircean terms used in the title creativity in learning processes and in scientific discoveries can be explained within a semiotic framework. The essential idea is to emphasize both the role of external representations and of experimenting with those representations , and to describe a process consisting of three steps: First, looking at diagrams "from a novel point of view" offers opportunities to synthesize elements of these diagrams which have never been (...) perceived as connected before. Second, by forming those observed syntheses to "new objects" of thinking, and by signifying these objects through new signs , new means of thinking and acting are created . And finally, by applying these new means – in proofs, for instance – the "intelligibility" of new discoveries and their power to explain problematic facts must be tested. (shrink)

This is a major work by Ian Maclean exploring the foundations of learning in the Renaissance. Logic, Signs and Nature offers a profoundly learned, compelling and original account of the range of what was thinkable and knowable by learned medics of the period c.1530-1630. This is a study of great significance to the history of medicine, as well as the history of European ideas in general.

L'environnement numérique oblige à revoir les modèles sur lesquels se fondent les sciences de l'information et de la communication. La pensée du signe, du message et du document doit en effet évoluer vers une pensée de la traçabilité. Indicielle et détachable, automatique et malléable, la trace est un objet paradoxal, qui atteste le caractère indissociablement technique et politique de la présence numérique. Dans le règne de l'information sur mesure, la personnalisation nous rend plus actifs, tout en nous exposant au profilage. (...) Elle va jusqu'à redéfinir l'identité comme une collection de traces que nous devons apprendre à protéger, mais aussi à administrer. Cette nouvelle économie des empreintes enchevêtre les hiérarchies entre stock et flux comme entre contenu et relation. Recyclant nous-mêmes les traces que d'autres ont déposées, c'est désormais dans l'ombre numérique de la cité que nous sommes appelés à naviguer. Au-delà de la défense de la vie privée, il en va donc aussi de la mémoire et de l'oubli qui nous relient.The digital environment is forcing us to re-think the models on which media studies and information science are based. Theories of signs, messages and documents need to evolve towards reflections on traceability. Traces are paradoxical objects: linked to the personal yet detachable, automatic yet malleable, they bear witness to the inextricable links between the technical and the political in the digital sphere. In an age of "customized information", personalization makes people more active, and also exposes them to profiling, to the point where identity is being redefined as a collection of traces which we must learn to protect, and also to manage. This new economy based on digital "footprints" is overturning the hierarchical relationships between stock and flow, and between content and interaction. As we ourselves recycle the traces that others have left, we are having to find our way through the shadowlands of digital citizenship. Over and above privacy protection, what is at issue are the memories, but also the forgetting, that bind us to each other. (shrink)

This book is, along with Inner Grace, a sequel to Phillip Cary's Augustine and the Invention of the Inner Self. In this work, Cary argues that Augustine invented the expressionist type of semiotics widely taken for granted in modernity, where words are outward signs giving inadequate expression to what lies within the soul. Augustine uses this new semiotics to explain why the authority of external teaching, including Biblical authority, is useful but temporary, designed to lead to a more permanent Platonist (...) vision granted by the inner teacher, Christ, who is the eternal Wisdom of God. In fact, for Augustine we literally learn nothing from words or other outward signs, which are useful only as admonitions or reminders pointing out the right direction for us to look in order to see for ourselves, with the inner eye of our own mind. Even our knowledge of other people is ultimately a matter of seeing what is in their souls, not putting faith in their words. Cary argues that for Augustine outward signs cannot give us knowledge because all bodily things are fundamentally powerless, incapable of conveying an inner good to the soul. This also leaves no room for a concept of efficacious external means of grace DL not even the flesh of Christ. The sacraments, which Augustine was the first to describe as outward signs of inner grace, signify what is necessary for salvation but do not confer it. Baptism, for example, is necessary for salvation, but its power is found not in water or word but in the inner unity, charity, and peace of the church. Along with its companion work, Inner Grace, this careful and insightful book breaks new ground in the study of Augustine's theology of grace and sacraments. (shrink)

Chomsky's “revolution” and the revolution in sign language linguistics began around the same time, but they did not directly affect each other for a while. This chapter focuses on Chomsky‐inspired research on sign language grammar and the ways that the study of sign languages connects to theories of innateness, the two main ways that Chomsky's impact has been felt in sign linguistics. Chomsky's linguistic legacy has two primary arms: one in theories of syntax, and the other (...) in theories of language acquisition. Chomsky's strong claim is that the input provided to young children acquiring their native language is too poor to constitute a complete inductive basis for general cognitive learning principles to succeed. Specifying the content of the “language acquisition device” has been a central concern of Chomskian linguistics. (shrink)

In this study, we aim to disentangle pantomime from early signs in a newly-born sign language: Sao Tome and Principe Sign Language. Our results show that within 2 years of their first contact with one another, a community of 100 participants interacting everyday was able to build a shared language. The growth of linguistic systematicity, which included a decrease in use of pantomime, reduction of the amplitude of signs and an increase in articulation economy, showcases a learning, (...) and social interaction process that constitutes a continuum and not a cut-off system. The human cognitive system is endowed with mechanisms for symbolization that allow the process of arbitrariness to unfold and the expansion of linguistic complexity. Our study helps to clarify the role of pantomime in a new sign language and how this role might be linked with language itself, showing implications for language evolution research. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.1 (2003) 64-76 [Access article in PDF] The Sign System in Chinese Landscape Paintings Cliff G. Mcmahon Paintings emerge from a culture field and must be interpreted in relation to the net of culture. A given culture will be implicated by the sign system used by the painter. Everyone agrees that in Chinese landscape paintings, the most important cultural bond is to (...) ancient Chinese Taoism, and to a lesser degree, to Confucianism. Obviously, then, the key for these landscapes is an alert understanding of Taoism, and the primary source is the book the Tao Tê Ching.Some of the most crucial elements in Taoist beliefs are often ignored in the analysis of the Taoist landscapes, and this deserves more attention. The core of Taoism lies in a philosophic and religious guess, and the guess is made as an effort to reach a high-order explanatory theory of the origin of the universe, the structure of the universe, and the best path for human life. The guess of the ancient Chinese sages goes something like this: The universe is created by an Ultimate One whose nature remains mysterious, beyond the power of words, an Absolute pervaded by the spirit of motherhood, and thus moved to the acts of creation, using two agents of creation. These two agents are invisible but real forces that operate by the tension of polarity, the dynamic interplay of negative and positive energies, much like male and female forces. The female power is called Yin, the male power Yang. The female power is seen wherever there is fluidity, softness, openness, receiving, emptiness, or darkness. The male power is at work in hardness, assertiveness, force, and light. Everything that is made is a blending of the Yin and Yang polarities, and the dynamism and flux of reality is based on the tendency of Yin and Yang to advance and retreat, the tendency of one to become the other, just as summer changes into winter, and day changes into night. In order for a man to be complete, he must learn to put on the way of woman, to be receptive. This is a very intelligent principle. [End Page 64] When we take in all our impressions of nature, and take in all the books we have read, we are in the receptive mode. The Yin female principle of emptiness has a priority over Yang in that there must be an empty space before any concrete thing comes to occupy the space. The Yin female force is seen in the low and quiet valley, and in the fluid receptivity of water. Yang is in the bold assertive mountains and in the hardness of stone. Yin appears in the graceful and flexible bending of bamboo, while Yang is in the hardness and strength of bamboo. Since Yin is associated with water, all forms of cloud and mist are symbols of Yin. Yang is action, Yin is wisdom.One of the most important aspects of Taoism is the principle that the mysterious Absolute One has permeated all of reality and serves the good of all creatures in every passing minute, asking nothing in return and offering no favoritism to any age or any group. This is obviously a sophisticated and intelligent principle for a theology. On this point, Taoism is superior to Buddhism, Christianity, and Islam. Christianity might have taken a similar stand in that the gospel of John declares that the eternal logos dwells in all created things in a timeless manner, and was fully embedded in the world before the coming of the historical Jesus, but so far, Christians have almost totally ignored the opening lines of John.This philosophic core of Taoist belief compares to the great Western idea that Godhead creates by the use of cosmic agents. In the gospel of John, the logos is the agent. In chapter eight of Proverbs, Wisdom is the agent. In Plotinus, Nous is the agent. In Heraclitus, the polarities of love and hate are this agent. Sometimes the idea of cosmic agent is used to protect... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.1 (2003) 64-76 [Access article in PDF] The Sign System in Chinese Landscape Paintings Cliff G. Mcmahon Paintings emerge from a culture field and must be interpreted in relation to the net of culture. A given culture will be implicated by the sign system used by the painter. Everyone agrees that in Chinese landscape paintings, the most important cultural bond is to (...) ancient Chinese Taoism, and to a lesser degree, to Confucianism. Obviously, then, the key for these landscapes is an alert understanding of Taoism, and the primary source is the book the Tao Tê Ching.Some of the most crucial elements in Taoist beliefs are often ignored in the analysis of the Taoist landscapes, and this deserves more attention. The core of Taoism lies in a philosophic and religious guess, and the guess is made as an effort to reach a high-order explanatory theory of the origin of the universe, the structure of the universe, and the best path for human life. The guess of the ancient Chinese sages goes something like this: The universe is created by an Ultimate One whose nature remains mysterious, beyond the power of words, an Absolute pervaded by the spirit of motherhood, and thus moved to the acts of creation, using two agents of creation. These two agents are invisible but real forces that operate by the tension of polarity, the dynamic interplay of negative and positive energies, much like male and female forces. The female power is called Yin, the male power Yang. The female power is seen wherever there is fluidity, softness, openness, receiving, emptiness, or darkness. The male power is at work in hardness, assertiveness, force, and light. Everything that is made is a blending of the Yin and Yang polarities, and the dynamism and flux of reality is based on the tendency of Yin and Yang to advance and retreat, the tendency of one to become the other, just as summer changes into winter, and day changes into night. In order for a man to be complete, he must learn to put on the way of woman, to be receptive. This is a very intelligent principle. [End Page 64] When we take in all our impressions of nature, and take in all the books we have read, we are in the receptive mode. The Yin female principle of emptiness has a priority over Yang in that there must be an empty space before any concrete thing comes to occupy the space. The Yin female force is seen in the low and quiet valley, and in the fluid receptivity of water. Yang is in the bold assertive mountains and in the hardness of stone. Yin appears in the graceful and flexible bending of bamboo, while Yang is in the hardness and strength of bamboo. Since Yin is associated with water, all forms of cloud and mist are symbols of Yin. Yang is action, Yin is wisdom.One of the most important aspects of Taoism is the principle that the mysterious Absolute One has permeated all of reality and serves the good of all creatures in every passing minute, asking nothing in return and offering no favoritism to any age or any group. This is obviously a sophisticated and intelligent principle for a theology. On this point, Taoism is superior to Buddhism, Christianity, and Islam. Christianity might have taken a similar stand in that the gospel of John declares that the eternal logos dwells in all created things in a timeless manner, and was fully embedded in the world before the coming of the historical Jesus, but so far, Christians have almost totally ignored the opening lines of John.This philosophic core of Taoist belief compares to the great Western idea that Godhead creates by the use of cosmic agents. In the gospel of John, the logos is the agent. In chapter eight of Proverbs, Wisdom is the agent. In Plotinus, Nous is the agent. In Heraclitus, the polarities of love and hate are this agent. Sometimes the idea of cosmic agent is used to protect... (shrink)

There has long been interest in why languages are shaped the way they are, and in the relationship between sign language and gesture. In sign languages, entity classifiers are handshapes that encode how objects move, how they are located relative to one another, and how multiple objects of the same type are distributed in space. Previous studies have shown that hearing adults who are asked to use only manual gestures to describe how objects move in space will use (...) gestures that bear some similarities to classifiers. We investigated how accurately hearing adults, who had been learning British Sign Language for 1–3 years, produce and comprehend classifiers in locative and distributive constructions. In a production task, learners of BSL knew that they could use their hands to represent objects, but they had difficulty choosing the same, conventionalized, handshapes as native signers. They were, however, highly accurate at encoding location and orientation information. Learners therefore show the same pattern found in sign-naïve gesturers. In contrast, handshape, orientation, and location were comprehended with equal accuracy, and testing a group of sign-naïve adults showed that they too were able to understand classifiers with higher than chance accuracy. We conclude that adult learners of BSL bring their visuo-spatial knowledge and gestural abilities to the tasks of understanding and producing constructions that contain entity classifiers. We speculate that investigating the time course of adult sign language acquisition might shed light on how gesture became conventionalized during the genesis of sign languages. (shrink)

This Tractatus-style sequence of propositions describes logical features of natural language discourse, pre-linguistic levels of signs interpreted in associative learning and animal communication, and the specialized discourses of the institutions of science, religion, law, politics, and the arts. Its comprehensive scope is designed to help overcome the compartmentalization of philosophy into its branches of epistemology, ethics, political philosophy, and aesthetics. The general perspective is that of pragmatic naturalism as developed by the classical pragmatists Peirce, James, Schiller, and Dewey. Central (...) to pragmatism is its emphasis on the use of practical inferences combining descriptive and expressive premisses with prescriptive “ought” conclusions guiding conduct. I argue that by making such inferences its focus, pragmatism enables contemporary philosophy to offset the effects of social specialization. (shrink)

From an early age, exposure to a spoken language has allowed us to implicitly capture the structure underlying the succession of speech sounds in that language and to segment it into meaningful units. Statistical learning, the ability to pick up patterns in the sensory environment without intention or reinforcement, is thus assumed to play a central role in the acquisition of the rule-governed aspects of language, including the discovery of word boundaries in the continuous acoustic stream. Although extensive evidence (...) has been gathered from artificial languages experiments showing that children and adults are able to track the regularities embedded in the auditory input, as the probability of one syllable to follow another syllable in the speech stream, the developmental trajectory of this ability remains controversial. In this work, we have collected Event-Related Potentials while 5-year-old children and young adults were exposed to a speech stream made of the repetition of eight three-syllable nonsense words presenting different levels of predictability to mimic closely what occurs in natural languages and to get new insights into the changes that the mechanisms underlying auditory statistical learning might undergo through the development. The participants performed the aSL task first under implicit and, subsequently, under explicit conditions to further analyze if children take advantage of previous knowledge of the to-be-learned regularities to enhance SL, as observed with the adult participants. These findings would also contribute to extend our knowledge of the mechanisms available to assist SL at each developmental stage. Although behavioral signs of learning, even under explicit conditions, were only observed for the adult participants, ERP data showed evidence of online segmentation in the brain in both groups, as indexed by modulations in the N100 and N400 components. A detailed analysis of the neural data suggests, however, that adults and children rely on different mechanisms to assist the extraction of word-like units from the continuous speech stream, hence supporting the view that SL with auditory linguistic materials changes through development. (shrink)

This study investigated visual statistical learning (VSL) in 24 deaf signers and 24 hearing non‐signers. Previous research with hearing individuals suggests that SL mechanisms support literacy. Our first goal was to assess whether VSL was associated with reading ability in deaf individuals, and whether this relation was sustained by a link between VSL and sign language skill. Our second goal was to test the Auditory Scaffolding Hypothesis, which makes the prediction that deaf people should be impaired in sequential (...) processing tasks. For the VSL task, we adopted a modified version of the triplet learning paradigm, with stimuli presented sequentially across space and time. Results revealed that measures of sign language skill (sentence comprehension/repetition) did not correlate with VSL scores, possibly due to the sequential nature of our VSL task. Reading comprehension scores (PIAT‐R) were a significant predictor of VSL accuracy in hearing but not deaf people. This finding might be due to the sequential nature of the VSL task and to a less salient role of the sequential orthography‐to‐phonology mapping in deaf readers compared to hearing readers. The two groups did not differ in VSL scores. However, when reading ability was taken into account, VSL scores were higher for the deaf group than the hearing group. Overall, this evidence is inconsistent with the Auditory Scaffolding Hypothesis, suggesting that humans can develop efficient sequencing abilities even in the absence of sound. (shrink)

Eetu Pikkarainen describes the educational thinking of Johann AmosComenius (1592-1670) from a perspective of Bildung -theoretical problems. Comenius has had a remarkable influence on modern education, particularly through his language-learning and general didactical methods and principles. However, Comenius’ broader pansophic views have had somewhat more benign later effects. Comenius developed a reformation programme concerning the ‘main areas’ of reality, from theology and education to philosophy and language to social questions and world peace. This program has important connections to the (...) modern theories of Bildung. Comenius connects individual human growth with global issues such as the growth of scientific knowledge, the justice of political systems, and world peace. In his philosophy, Comenius strongly criticises the problems of the rising modern thinking such as trapping to dualisms. From that angle, Comenius appears an almost postmodern thinker with surprising similarity to the thoughts of C S Peirce. (shrink)

On Reading Signs; Some Differences between Us and The Others If there are certain kinds of signs that an animal cannot learn to interpret, that might be for any of a number of reasons. It might be, first, because the animal cannot discriminate the signs from one another. For example, although human babies learn to discriminate human speech sounds according to the phonological structures of their native languages very easily, it may be that few if any other animals are capable (...) of fully grasping the phonological structures of human languages. If an animal cannot learn to interpret certain signs it might be, second, because the decoding is too difficult for it. It could be, for example, that some animals are incapable of decoding signs that exhibit syntactic embedding, or signs that are spread out over time as opposed to over space. Problems of these various kinds might be solved by using another sign system, say, gestures rather than noises, or visual icons laid out in spatial order, or by separating out embedded propositions and presenting each separately. But a more interesting reason that an animal might be incapable of understanding a sign would be that it lacked mental representations of the necessary kind. It might be incapable of representing mentally what the sign conveys. When discussing what signs animals can understand or.. (shrink)

Learning and adaptation are central problems to both edusemiotics, or semiotics of education, and biosemiotics. Bildung, as an especially human way or form of learning, and evolution as the main form of adaptation for many biologists after Darwin are often regarded as mutually exclusive concepts even though human beings are undeniably one biological species among others. In this article I will try to build a bridge between the biosemiotical, edusemiotical and Bildung-theoretical stances. Central to this discussion is biosemiotician (...) Kalevi Kull and some of his recent publications where he considers adaptation, evolution and learning. The primary theoretical resource that I utilize here, in addition to the general Greimassian, edusemiotical and Bildungtheoretical starting points, is perceptual control theory (PCT) to which I compare the Uexkullian conception of functional circle. (shrink)

What is disappointing of course is not the dispersion of psychology into so many diverse subjects, but their apparent lack of relation to a central core of laws and theories. The topics of psychology, such as sensation, perception, cognition and emotion, which are treated in the first section of the present book, do not appear to constitute a general base for the branches of psychology, for clinical psychology, nor for the so-called borderland subjects. The branch--Animal and Comparative Psychology--does not carry (...) over from general psychology a basic theory of learning, which it then adapts or applies to its own special field. On the contrary, contemporary theory of learning, or rather theories, have been largely evolved within this branch. Similarly, Psychometrics, Child Psychology, and Applied and Social Psychology have, to a great extent, developed their own principles and methods. (shrink)

The multi-modal tasks have started to play a significant role in the research on artificial intelligence. A particular example of that domain is visual–linguistic tasks, such as visual question answering. The progress of modern machine learning systems is determined, among other things, by the data on which these systems are trained. Most modern visual question answering data sets contain limited type questions that can be answered either by directly accessing the image itself or by using external data. At the (...) same time, insufficient attention is paid to the issues of social interactions between people, which limits the scope of visual question answering systems. In this paper, we propose criteria by which images suitable for social interaction visual question answering can be selected for composing such questions, based on psychological research. We believe this should serve the progress of visual question answering systems. (shrink)

In this paper, we use motion tracking technology to document the birth of a brand new language: Nicaraguan Sign Language. Languages are dynamic entities that undergo change and growth through use, transmission, and learning, but the earliest stages of this process are generally difficult to observe as most languages have been used and passed down for many generations. Here, we observe a rare case of language emergence: the earliest stages of the new sign language in Nicaragua. By (...) comparing the signing of the oldest and youngest signers of Nicaraguan Sign Language, we can track how the language itself is changing. Using motion tracking technology, we document a decrease in the size of articulatory space of Nicaraguan Sign Language signers over time. The reduction in articulatory space in Nicaraguan Sign appears to be the joint product of several decades of use and repeated transmission of this new language. (shrink)

In this article, I explore plant semiosis with a focus on plant learning. I distinguish between the scales and levels of learning conceivable in phytosemiosis, and identify organism-scale learning as the distinguishing question for plant semiosis. Since organism-scale learning depends on organism-scale semiosis, I critically review the arguments regarding whole-plant functional cycles. I conclude that they have largely relied on Uexküllian biases that have prevented an adequate interpretation of modern plant neurobiology. Through an examination of trophic (...) growth in plant roots, I expose some conceptual difficulties in attributing functional cycles to whole-plants. I conclude that the mapping of resource areas in the root system is a learning activity requiring higher-scale sign activity than is possible at the cellular scale, strongly suggesting the presence of organism-scale functional cycles. I do, however, question whether all perception-action cycles in organisms are accompanied with organism-scale semiosis. (shrink)

Here, a moral case is presented as to why sign languages such as Auslan should be made compulsory in general school curricula. Firstly, there are significant benefits that accrue to individuals from learning sign language. Secondly, sign language education is a matter of justice; the normalisation of sign language education and use would particularly benefit marginalised groups, such as those living with a communication disability. Finally, the integration of sign languages into the curricula would (...) enable the flourishing of Deaf culture and go some way to resolving the tensions that have arisen from the promotion of oralist education facilitated by technologies such as cochlear implants. There are important reasons to further pursue policy proposals regarding the prioritisation of sign language in school curricula. (shrink)

On Reading Signs; Some Differences between Us and The Others If there are certain kinds of signs that an animal cannot learn to interpret, that might be for any of a number of reasons. It might be, first, because the animal cannot discriminate the signs from one another. For example, although human babies learn to discriminate human speech sounds according to the phonological structures of their native languages very easily, it may be that few if any other animals are capable (...) of fully grasping the phonological structures of human languages. If an animal cannot learn to interpret certain signs it might be, second, because the decoding is too difficult for it. It could be, for example, that some animals are incapable of decoding signs that exhibit syntactic embedding, or signs that are spread out over time as opposed to over space. Problems of these various kinds might be solved by using another sign system, say, gestures rather than noises, or visual icons laid out in spatial order, or by separating out embedded propositions and presenting each separately. But a more interesting reason that an animal might be incapable of understanding a sign would be that it lacked mental representations of the necessary kind. It might be incapable of representing mentally what the sign conveys. When discussing what signs animals can understand or. (shrink)

This article describes a notion of learning as adaptive semiotic-growth. In line with the theme of this special issue, learning will be approached on a broad ecological and evolutionary continuum – most generally expressed as a form of adaptation to the environment. Viewing learning through the criterion of signification (semiosis) means that learning is continuous across the entire biological realm. Both the life process and the learning process are expressed through forms of semiotic-engagement and involve (...) continual adaptation and meaning-making. Thus, learning cannot be seen as unique to humans. Learning is more broadly ecological before it is “cultural”. From here we can imagine educational institutions as forms of exaptation, that evolved naturally to channel learning more effectively. Thinking of learning on an ecological continuum means that learning cannot be “located” or pinned down easily in educational research or practice. Rather, learning has a sporadic identity; it is emergent in the specificity of events and must be discerned within the practices that enact it. Realizing learning as something emergently enacted in the educative encounter, and not something that can be determined and implemented, allows us to resist turning learning into an accountability tool that can easily be used towards ideological ends. (shrink)

This paper posits Peirce’s logical category of abduction as a necessary component in the learning process. Because of the cardinality of categories, Thirdness always contains in itself the Firstness of abduction. In psychological terms, abduction can be interpreted as intuition or insight. The paper suggests that abduction can be modeled as a vector on a complex plane. Such geometrical interpretation of the triadic sign helps to clarify the paradox of new knowledge that haunted us since Plato first articulated (...) it in his Meno dialogue. Some implications for the actual teaching practice are addressed, and the value of practical knowledge affirmed. (shrink)

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