... significs and the signific movement in the Netherlands which derived from it from the standpoint of the history of science stems from my esteemed ...

This paper explores a trans-Atlantic clash about time: in 1899, American philosopher Mary Calkins argued we should not spatialize time; in 1899, British philosopher Victoria Welby argued we should. I take their disagreement as a starting point to contextualize, study, and compare the accounts of time presented in their respective articles. Both Calkins and Welby cared deeply about time, writing on the topic across their careers, but their views have not been studied by historians of philosophy. This (...) is unfortunate, for I argue their novel theories reward attention. Calkins’ 1899 account draws on Kant to arrive at the earliest American-British causal theory of time, pioneers the metaphysical applications of temporal experimental psychology, and replies to F. H. Bradley’s proclamation that it is ‘impossible’ to explain the appearance of time. Meanwhile, I read Welby’s 1907 account as offering a radical metaphysic, on which time is literally a kind of space, resonating with 1880s literature around the ‘fourth dimension’ and H. G. Wells’ 1895 novel The Time Machine. I have uncovered an early draft of Welby’s paper dating to 1902 and, using this alongside other unstudied writings by Welby, trace the development of her views from the 1880s onwards. (shrink)

Emily Thomas has written a superb short book about the British philosopher Victoria Welby (1837-1913). Working from the 1880s into the early twentieth century, Welby wrote many articles and several...

In this definitive overview of Victoria Welby's contributions to sign theory through the Significs Movement, Susan Petrilli utilizes her extraordinary interpretive abilities to provide the reader with an overview of Welby's research and her contribution to the study of signs. In order to bring this monumental work to fruition, Petrilli spent time at the Welby Collection of the York University Archives in Toronto, Ontario, Canada, the Lady Welby Library, University of London, and The British Library (...) in London. In addition to Petrilli's insightful analysis and elucidation of Welby's original works, she also provides the reader with selections from Welby's published writings as well the a significant amount of previously unpublished material located in the Welby Collection at York University. Petrilli's careful editing and cross-referencing of these materials contributes to a logical and revealing account of Welby's influential and voluminous work and the Significs Movement. (shrink)

Journal Name: Semiotica - Journal of the International Association for Semiotic Studies / Revue de l'Association Internationale de Sémiotique Volume: 2013 Issue: 196 Pages: 533-548.

Journal Name: Semiotica - Journal of the International Association for Semiotic Studies / Revue de l'Association Internationale de Sémiotique Volume: 2013 Issue: 196 Pages: 261-281.

Journal Name: Semiotica - Journal of the International Association for Semiotic Studies / Revue de l'Association Internationale de Sémiotique Volume: 2013 Issue: 196 Pages: 443-455.

Journal Name: Semiotica - Journal of the International Association for Semiotic Studies / Revue de l'Association Internationale de Sémiotique Volume: 2013 Issue: 196 Pages: 139-161.

Journal Name: Semiotica - Journal of the International Association for Semiotic Studies / Revue de l'Association Internationale de Sémiotique Volume: 2013 Issue: 196 Pages: 79-99.

Journal Name: Semiotica - Journal of the International Association for Semiotic Studies / Revue de l'Association Internationale de Sémiotique Volume: 2013 Issue: 196 Pages: 197-214.

Journal Name: Semiotica - Journal of the International Association for Semiotic Studies / Revue de l'Association Internationale de Sémiotique Volume: 2013 Issue: 196 Pages: 111-124.

In lieu of an abstract, here is a brief excerpt of the content:
ources VICTORIA, LADY WELBY’S PAPERS AT YORK UNIVERSITY, TORONTO I. G-G Mathematics / Middlesex U.  St. Leonard’s Road, Bengeo, Herts.  ,  .-@.. ne of the fringe figures in British philosophical life during Russell’s early Ocareer was Victoria, Lady Welby (–). Coming in middle age to academic concerns, she was the most receptive person in Britain to the semiotics of C. S. Peirce (...) (–), giving his work some publicity especially in her books What Is Meaning? () and Significs and Language (). After her death much of her library went to the University of London Library; her heavily annotated copies of journals such as Mind and The Monist are worth consulting. Her papers remained with her family until they were purchased from Sir Oliver Welby in  by York University, Toronto. The large collection is stored in  large boxes, with the general reference number -; the archival staff has prepared an excellent catalogue. I sampled the collection in a short recent visit. It divides into two nearly equal halves. One half includes her own manuscripts and essays, sometimes including comments made by friends. Some manuscripts by others, or transcripts thereof (for example, H. G. Wells) were also stored. I looked at the manuscripts related to logic and language, and found that several were composed of transcriptions of her notes typed out on strips and then set in a chosen order by fixing to large sheets with pins. Logic as such did not feature strongly; more prominent were aspects of linguistics or speech practice. Lady Welby strove to popularize the work of fellow enthusiasts for linguistics. In particular, box  comprises her commissioned English translations of several articles published during the s by the logician and philosopher Giovanni Vailati (–), also the earliest follower of Russell’s hero Giuseppe Peano. Presumably Vailati’s and Welby’s deaths prevented the publication of the planned book. The other half of the collection comprises Lady Welby’s extensive correspondence, including copies or drafts of some of her own letters. Attached to many russell: the Journal of Bertrand Russell Studies n.s.  (summer ): – The Bertrand Russell Research Centre, McMaster U.  -  . - letters are partial typewritten transcriptions, presumably prepared by or for her daughter Nina Cust (–) for a two-volume edition. As these transcriptions suggest, the originals were not only selected but also mauled quite a bit; the edition provides only extracts both locally within a letter and also globally across a file. They are organized chronologically in chapters each covering a short run of years, so that any extensive exchange is spread across several chapters. Further, the precise date of each letter is never given. This is a pity, for the full collection reveals an impressive range of serious contacts in the philosophical and other communities, and also with some figures related to her social status (from the aristocratic Stuart-Wortley family, Very Important in those days). Some letters relate to a discussion group which met at her home; first at Denton Manor, Grantham, Lincolnshire, and then during her widowhood in Harrow, London. To Lady Welby herself, one of the most important exchanges was that with C. S. Peirce (–), some of which appeared in the daughter’s edition and since has been published in full. For my interests two other files stood out. One is an intense exchange, especially in , with Mary Boole (–), in which her working relationship with her late husband and their religious stance were discussed. The other exchange was with Philip Jourdain (–); they used to lend each other books and recent issues of journals. When Lady Welby planned a visit in September , Jourdain assured her that a “tyred fly” would be hired to bring her to his home from the railway station, and that it had a large room which should be satisfactory to “you and your maid”. These two also exchanged opinions on recent philosophical literature, including that by Russell, whose work is mentioned in other files. There is a small exchange with Russell himself; both sides are available here, and of course also at the Russell Archives. Some or all of these files are printed in the Cust volumes, but the full collection needs to be consulted in order to do justice to the material. Researchers visiting the Russell... (shrink)

Journal Name: Semiotica - Journal of the International Association for Semiotic Studies / Revue de l'Association Internationale de Sémiotique Volume: 2013 Issue: 196 Pages: 21-34.

Although the significs movement that Victoria, Lady Welby (1837–1912) inspired was dedicated to better understanding meaning, she has largely been forgotten by analytic philosophers of language. Significs was to educate “the great world of hearers and the growing world of readers” to better interpret science and philosophy, evincing a focus on the audience for intellectual activity that it remains vital for academics to consider. Her arguments that the metaphorical associations of terminology are part of their significance for others (...) also pertain to contemporary programs of conceptual engineering which seek to craft and stipulate the meaning of terms. Welby would prefer, I contend, P. F. Strawson’s connective model of analysis, in which the aim is neither to replace nor reduce our concepts, but rather to carefully describe their interrelations. Connective analysis, she would argue, encourages us to keep others, rather than ourselves, firmly in view. I close by turning the lens afforded by Welby’s suggestions for educational reform upon the way we might best communicate philosophical ideas throughout society. (shrink)

Journal Name: Semiotica - Journal of the International Association for Semiotic Studies / Revue de l'Association Internationale de Sémiotique Volume: 2013 Issue: 196 Pages: 125-137.

ABSTRACTA shallow reading of the 1905 correspondence between Victoria Welby and Bertrand Russell yields the impression that Welby has misunderstood Russell's “On Denoting.” I argue that a deeper reading reveals that Welby should be understood, not as misunderstanding Russell, but as bringing a pragmatic attitude to bear on Russell's theory of descriptions in order to expose the limits of his strictly logical analysis.RÉSUMÉUne lecture superficielle de la correspondance de 1905 entre Victoria Welby et Bertrand (...) Russell donne l'impression que Welby a mal compris «On Denoting» de Russell. Je soutiens qu'une lecture plus approfondie révèle qu'il n'y a pas de mécompréhension de la part de Welby; plutôt, elle approche la théorie des descriptions de Russel avec une attitude pragmatique afin d'exposer les limites de son analyse strictement logique. (shrink)

Journal Name: Semiotica - Journal of the International Association for Semiotic Studies / Revue de l'Association Internationale de Sémiotique Volume: 2013 Issue: 196 Pages: 163-184.

This paper explores Victoria Welby's fundamental assumption of meaning process (“semiosis” sensu Peirce) as translation, and some implications for the development of a general model of intersemiotic translation.

This book contains a selection of papers from the workshop *Women in the History of Analytic Philosophy* held in October 2019 in Tilburg, the Netherlands. It is the first volume devoted to the role of women in early analytic philosophy. It discusses the ideas of ten female philosophers and covers a period of over a hundred years, beginning with the contribution to the Significs Movement by Victoria, Lady Welby in the second half of the nineteenth century, and ending (...) with Ruth Barcan Marcus’s celebrated version of quantified modal logic after the Second World War. The book makes clear that women contributed substantially to the development of analytic philosophy in all areas of philosophy, from logic, epistemology, and philosophy of science, to ethics, metaphysics, and philosophy of language. It illustrates that although women's voices were no different from men's as regards their scope and versatility, they had a much harder time being heard. The book is aimed at historians of philosophy and scholars in gender studies. (shrink)

Résumé Au cours des soixante-quinze dernières années, plusieurs traités internationaux ont été adoptés dans le but de promouvoir les droits universels des êtres humains, dont le principe d’égalité homme-femme. Pourtant, de nombreuses violations des _droits de l’homme_ commises contre les femmes en raison de leur sexe perdurent à l’échelle internationale. L’objet de cet article est de répondre à la question suivante: Y a-t-il une marginalisation des femmes et des problématiques qui leur sont propres en droit international? Notre article examine cette (...) question par l’exploration de la présence ou de l’absence de la « femme » en droit international, partant à la « recherche » de cette dernière. Dans un premier temps, nous étudions le silence concernant les femmes dans l’espace temporel sémiotique juridique qu’est le traité et la transmutation du langage français-anglais dans les dispositions pertinentes de la Charte internationale des droits de l’homme. Dans un deuxième temps, nous analysons la marginalisation de problématiques propres aux femmes dans la Charte internationale des droits de l’homme et la Convention sur l’élimination de toutes les formes de discrimination à l’égard des femmes (CEDAW). Nous procédons à une analyse sémiotique des traités internationaux dans le cadre de la théorie de la « signifique » développée par l’éminente sémioticienne Victoria Welby, notamment sa « Triade de Signification », que nous transposons dans le domaine juridique. En dernier lieu, nous proposons des réformes par la déconstruction du paradigme actuel des « _droits de l’homme de la femme_ » à l’échelle internationale. (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)

ABSTRACT In American-British philosophy around the turn of the twentieth century, every philosopher and their dog had something to say on time. Thinkers worried about our experience of time, and the metaphysics of time. This introduction to the special issue, Time in American-British Philosophy 1880s-1930s, investigates that obsession, explaining how its philosophers spilled pints of ink on time, and produced the first-ever surveys of time. I historically contextualise their work and explore some of its driving causes, including experimental psychology of (...) time perception, and theological worries over evolution. This article concludes by surveying the rich, wide-ranging papers within this collection, covering time in Shadworth Hodgson, William James, Mary Calkins, Victoria Welby, Bertrand Russell, G. E. Moore, A. A. Robb, Alfred North Whitehead, Norman Kemp Smith, J. M. E. McTaggart, Karin Costelloe-Stephen, Hilda Oakeley, May Sinclair, and George P. Adams. (shrink)

Many women wrote philosophy in nineteenth-century Britain, and they wrote across the full range of philosophical topics. Yet these important women thinkers have been left out of the philosophical canon and many of them are barely known today. The aim of this book is to put them back on the map. It introduces twelve women philosophers - Mary Shepherd, Harriet Martineau, Ada Lovelace, George Eliot, Frances Power Cobbe, Helena Blavatsky, Julia Wedgwood, Victoria Welby, Arabella Buckley, Annie Besant, Vernon (...) Lee, and Constance Naden. Alison Stone looks at their views on naturalism, philosophy of mind, evolution, morality and religion, and progress in history. She shows how these women interacted and developed their philosophical views in conversation with one another, not only with their male contemporaries. The rich print and periodical culture of the period enabled these women to publish philosophy in forms accessible to a general readership, despite the restrictions women faced, such as having limited or no access to university education. Stone explains how these women became excluded from the history of philosophy because there was a cultural shift at the end of the nineteenth century towards specialised forms of philosophical writing, which depended on academic credentials that were still largely unavailable to women. (shrink)

This book explores the influential currents in the philosophy of language and linguistics of the first half of the twentieth century, from the perspective of the English scholar C. K. Ogden (1889-1957). Ogden was connected to several of the most significant figures of the modernist period, including Bertrand Russell, Ludwig Wittgenstein, Victoria Lady Welby, Otto Neurath and Rudolf Carnap. In investigating these connections, this book reveals links between early analytic philosophy, semiotics and linguistics in a crucial period of (...) their respective histories and in turn sheds light on the intellectual history of the early twentieth century. Readers are introduced to the important interaction between Ogden's thought and Victoria Lady Welby's 'significs', Bertrand Russell and Ludwig Wittgenstein's 'logical atomism' in its various forms, and the philosophy and political activism of Otto Neurath and Rudolf Carnap of the Vienna Circle. McElvenny also examines the background to the ideas espoused in Ogden's book The Meaning of Meaning, co-authored with I. A. Richards, along with the application of these ideas in Ogden's international language project Basic English. Provides a detailed study of the historical origin of key concepts in semantics and semiotics Reveals links between early analytic philosophy, semiotics and linguistics in a crucial period of their respective histories Makes extensive use of previously unexplored sources, including Ogden's articles in the journal Psyche and unpublished correspondence Includes a detailed examination of The Meaning of Meaning, 1923 and Basic English, 1930. (shrink)

L’une des plus notoires limites en droit international est la possibilité pour les États parties d’émettre des réserves afin de diminuer leur obligation de mettre en œuvre les droits enchâssés dans un traité. Les réserves formulées lors de la ratification de la Convention relative aux droits de l’enfant au regard du droit à l’éducation sont particulièrement notables et seront le sujet d’analyse de cet article. Nous allons dans un premier temps considérer le sens, l’intention sous-jacente, et la portée des réserves (...) en droit international, dans le cadre de la théorie de la « signifique» élaborée par l’éminente sémioticienne Victoria Lady Welby. Dans un deuxième temps, nous allons étudier le contenu des réserves au droit à l’éducation, l’intention des États lors de la rédaction des dispositions en nous référant aux travaux préparatoires de la CDE, et enfin leur « signification». Nous tenterons de répondre à la question suivante: les réserves au droit à l’éducation ont-elles des limites? Finalement, nous effectuerons une analyse sémioéthique de la Convention afin d’identifier des mesures permettant de désamorcer le signe pernicieux que constitue toute réserve au droit à l’éducation. (shrink)

Over 50% of the world population will develop a psychiatric disorder in their lifetime.1 In the realm of psychiatric treatment, two primary modalities have been established: pharmacotherapy and psychotherapy. Yet, pharmacological interventions often take precedence as the initial treatment choice despite their comparable outcomes, severe side effects and disputed evidence of their efficacy. This preference for medication foregrounds a vital re-examination of what it means to be invasive in medical treatments, namely in psychiatric care. De Marco et al challenge the (...) standard account of invasiveness, presenting considerations that transcend the traditional criteria of physical intrusion.2 Through case studies centred on treatments for schizophrenia and depression, we aim to (1) reinforce De Marco et al ’s challenge to the standard account of invasiveness and (2) extend the dialogue to the moral imperative of redefining mental invasiveness. Our aims are to broaden the definition of mental invasiveness, aligning with De Marco et al ’s emphasis on context sensitivity, and to include the severity of side effects as a critical factor in this assessment. Redefining what is considered invasive in psychiatric treatment has profound implications for patient care and medical decision-making. Labelling treatments, namely medications, as invasive encourages both patients and healthcare providers to approach these options with a heightened level of scrutiny and care. This is …. (shrink)

Healthcare workers experience moral injury (MI), a violation of their moral code due to circumstances beyond their control. MI threatens the healthcare workforce in all settings and leads to medical errors, depression/anxiety, and personal and occupational dysfunction, significantly affecting job satisfaction and retention. This article aims to differentiate concepts and define causes surrounding MI in healthcare. A narrative literature review was performed using SCOPUS, CINAHL, and PubMed for peer-reviewed journal articles published in English between 2017 and 2023. Search terms included (...) “moral injury” and “moral distress,” identifying 249 records. While individual risk factors predispose healthcare workers to MI, root causes stem from healthcare systems. Accumulation of moral stressors and potentially morally injurious events (PMIEs) (from administrative burden, institutional betrayal, lack of autonomy, corporatization of healthcare, and inadequate resources) result in MI. Individuals with MI develop moral resilience or residue, leading to burnout, job abandonment, and post-traumatic stress. Healthcare institutions should focus on administrative and climate interventions to prevent and address MI. Management should ensure autonomy, provide tangible support, reduce administrative burden, advocate for diversity of clinical healthcare roles in positions of interdisciplinary leadership, and communicate effectively. Strategies also exist for individuals to increase moral resilience, reducing the impact of moral stressors and PMIEs. (shrink)

Why is it so plausible that business organisations in contemporary society use values in their communication? In order to answer this question, a sociological, system theoretical approach is applied which approaches values not pre-empirically as invisible drivers for action but as observable semantics that form organisational behaviour. In terms of empirical material, it will be shown that business organisations resort to a communication of values whenever uncertainty or complexity is very high. Inevitably, value semantics are applied in organisations first when (...) the speakers are uncertain about which stakeholders to whom they have to address or when different stakeholder groups have to be addressed simultaneously ; second, when the identity of the organisation has to be described; and third, when future strategic options that cannot be expressed by quantitative terms have to be communicated. Values accordingly play a role in organisational practice when certain aspects are indeterminate. Therefore, they are a means for organisations to communicate under fuzzy circumstances. On the basis of these findings, new approaches to value management can now be formulated. (shrink)

El conocimiento histórico –entendido como un proceso metacognitivo de asimilación constructiva sobre el pasado para explicar fenómenos– comporta un análisis del impacto y la transcendencia de determinados acontecimientos y procesos históricos, en cuya comprensión y valoración influye el concepto de relevancia histórica. Desde esta perspectiva es necesario implementar propuestas de evaluación sólidas, vinculadas al desarrollo competencial. El objetivo de este estudio es diseñar una guía de caracterización de los instrumentos evaluativos –actividades y ejercicios– más utilizados por el profesorado de Historia, (...) con el fin de optimizar los procesos de evaluación de esta competencia mediante una serie de descriptores estructurales, competenciales y transferenciales. Estos indicadores de pertinencia pueden marcar el camino de aquellos docentes que deseen perfeccionar su manera de evaluar lo históricamente determinante. En conclusión, este innovador planteamiento supone un proceso de formación continua del profesorado que contribuye a la mejora de la calidad educativa. (shrink)