Intersemiotic translation (IT) was defined by Roman Jakobson (The Translation Studies Reader, Routledge, London, p. 114, 2000) as “transmutation of signs”—“an interpretation of verbal signs by means of signs of nonverbal sign systems.” Despite its theoretical relevance, and in spite of the frequency in which it is practiced, the phenomenon remains virtually unexplored in terms of conceptual modeling, especially from a semiotic perspective. Our approach is based on two premises: (i) IT is fundamentally a semiotic operation process (semiosis) and (ii) (...) IT is a deeply iconic-dependent process. We exemplify our approach by means of literature to dance IT and we explore some implications for the development of a general model of IT. (shrink)

Der Beitrag untersucht, ob das Konzept der Integrität auf pflanzliches Leben angewendet werden kann. Zunächst wird die Debatte um die „Würde der Pflanze“ rekapituliert, um daraus problematische Aspekte der Zuschreibung von „Integrität“ abzuleiten. Es wird argumentiert, dass das Konzept der Integrität durchaus geeignet ist, die Schwierigkeiten eines Konzepts des guten Pflanzenlebens zu überwinden, das die Eigenschaften der pflanzlichen Leben zu wenig respektiert. Abschließend wird verdeutlicht, dass für die sinnvolle Verwendung des Konzepts die Frage der Hintergrundannahmen entscheidend ist.

Comparing the nature encounters of Gerald Durrell with our current climate of ‘stranger danger’, health and safety neurosis, and the beguilement and blunting of the senses by technological advances presents a worrying picture of a new era of nature and culture deprivation. However, even in the most unlikely places, a rich engagement with nature can be rekindled. Central to such recovery is access to nearby nature that allows practical engagement rather than merely detached on-looking. In my conclusion I outline examples (...) where this has been made possible in the challenging settings of socially deprived urban areas. (shrink)

I formulate a Deweyan argument for school gardening that prepares students for a specific type of gardening activism: community gardening, or the political activity of collectively organizing, planting and tending gardens for the purposes of food security, education and community development.