This paper concerns the issue of whether the so-called left wing of the Vienna Circle (Carnap, Neurath, Frank) can be understood as having provided the blueprint for a bipartite metatheory with a formal-logical part (the “logic of science”) supporting and being supported by a naturalistic-empirical part (the “behavioristics of science”). A claim to this effect was recently met by a counterclaim that there was indeed an attempt made to broaden Carnap’s formalist conception of philosophy by the pragmatist Morris, but that (...) this initiative failed and that Carnap showed no interest in it. To defend the original claim this paper provides an analysis of Carnap and Morris on the subject matter of pragmatics in order to show that and how Carnap adopted Morris’s proposals in so far as they agreed with bipartite metatheory conception. (shrink)

Biological evolution is often viewed narrowly as a change of morphology or allele frequency in a sequence of generations. Here I pursue an alternative informational concept of evolution, as preservation, advance, and emergence of functional information in natural agents. Functional information is a network of signs that are used by agents to preserve and regulate their functions. Functional information is preserved in evolution via complex interplay of copying and construction processes: the digital components are copied, whereas interpreting subagents together with (...) scaffolds, tools, and resources, are constructed. Some of these processes are simple and invariant, whereas others are complex and contextual. Advance of functional information includes improvement and modification of already existing functions. Although the genome information may change passively and randomly, the interpretation is active and guided by the logic of agent behavior and embryonic development. Emergence of new functions is based on the reinterpretation of already existing information, when old tools, resources, and control algorithms are adopted for novel functions. Evolution of functional information progressed from protosemiosis, where signs correspond directly to actions, to eusemiosis, where agents associate signs with objects. Language is the most advanced form of eusemiosis, where the knowledge of objects and models is communicated between agents. (shrink)

In contrast to the traditional relational semiotics, biosemiotics decisively deviates towards dynamical aspects of signs at the evolutionary and developmental time scales. The analysis of sign dynamics requires constructivism to explain how new components such as subagents, sensors, effectors, and interpretation networks are produced by developing and evolving organisms. Semiotic networks that include signs, tools, and subagents are multilevel, and this feature supports the plasticity, robustness, and evolvability of organisms. The origin of life is described here as the emergence of (...) simple self-constructing semiotic networks that progressively increased the diversity of their components and relations. Primitive organisms have no capacity to classify and track objects; thus, we need to admit the existence of proto-signs that directly regulate activities of agents without being associated with objects. However, object recognition and handling became possible in eukaryotic species with the development of extensive rewritable epigenetic memory as well as sensorial and effector capacities. Semiotic networks are based on sequential and recursive construction, where each step produces components that are needed for the following steps of construction. Construction is not limited to repair and reproduction of what already exists or is unambiguously encoded, it also includes production of new components and behaviors via learning and evolution. A special case is the emergence of new levels of organization known as metasystem transition. Multilevel semiotic networks reshape the phenotype of organisms by combining a mosaic of features developed via learning and evolution of cooperating and/or conflicting subagents. (shrink)

This article is interdisciplinary in its claims. Evolving around the ecological concept of affordance, it brings together pragmatics and ecological psychology. Starting from the theoretical writings of Peirce, Dewey and James, the biosemiotic claims of von Uexküll, Gibson’s ecological approach to perception and some empirical evidence from recent neurobiological research, it elaborates on the concepts of experiential and enactive cognition as applied to music. In order to provide an operational description of this approach, it introduces some conceptual tools from the (...) domain of cybernetics with a major focus on the concept of circularity, which links perception to action in a continuous process of sense-making and interaction with the environment. As such, it is closely related to some pragmatic, biosemiotic and ecosemiotic claims which can be subsumed under the general notion of functional significance. An attempt is made to apply this conceptual framework to the process of musical sense-making which involves the realisation of systemic cognition in the context of epistemic interactions that are grounded in our biology and possibilities for adaptive control. Central in this approach is the concept of coping with the environment, or, in musical terms, to perceive the sounding music in terms of what it affords for the consummation of musical behaviour. (shrink)

Semiotics has the merit of demonstrating that whatever is human involves signs. Indeed, it implies more than this: viewed from a global semiotic perspective we now know that whatever is simply alive involves signs. And this is as far as cognitive semiotics and global semiotics reach. But semioethics pushes this awareness even further by relating semiosis to values and by focusing on the question of responsibility, of radical, inescapable responsibility inscribed in our bodies insofar as we are ‘semiotic animals,’ on (...) the human capacity for responsibility for life over the entire planet. Semioethics develops our awareness of the extension of the semiosic network in the direction of ethics; from a semioethic perspective the question of responsibility cannot be escaped at the most radical level (that of defining commitments and values). (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)

According to the approach developed by Thomas A. Sebeok (1921–2001) and his ‘global semiotics,’ semiosis and life converge. This leads to his cardinal axiom: ‘semiosis is the criterial attribute of life.’ His global approach to sign life presupposes his critique of anthropocentrism and glottocentrism. Global semiotics is open to zoosemiotics, indeed, even more broadly, biosemiotics which extends its gaze to semiosis in the whole living universe to include the realms of macro- and microorganisms. In Sebeok’s conception, the sign science is (...) not only the study of communication in culture, but of communicative behaviour from a biosemiotic perspective. (shrink)

This second of a two-part series of articles on applied semiotics and intercultural training provides a qualitative evaluation of the research initiative Tools for Cultural Development. Th e discussion will firstly centre on several theoretical and methodological challenges inherent to the qualitative research paradigmand then relate these shifting concerns to convergent findings in poststructuralist (and postcolonial) semiotics, especially with respect to pheno menology and pragmatics. Analysis of four focus group interviews in France and Australia will examine and evaluate the 2007 (...) training experience in light of the culture-specific contexts and stakeholder groups involved. Of particular concern will be the capacity of qualitative evaluative processes to account for the “local meanings”and “voices” within the trainee narratives so as to highlight their perceptions as to the use of semiotics for designing culturally significant practices in educationand praxis. (shrink)

This paper provides an alternative theoretical conceptualisation of corporate social responsibility (CSR) in order to further our understanding of prosocial organisational behaviour. We argue that consumption provides a perspective that enables theorists to escape the confines of existing CSR literature. In our view the organisation is re-imagined as an arena of consumption where employees are engaged in a quest for value, constructing and confirming their identities as consumers. Using the award-winning tour operator Laskarina Holidays as an illustrative case, it is (...) suggested that CSR can provide combinations of functional, social, emotional, epistemic and conditional value. This new perspective on CSR facilitates the coexistence of a plurality of values that are relativistically constructed and narrativised by organisational stakeholders. Our consumption paradigm provides a thought provoking means of reconciling divergent perspectives and encourages further interdisciplinary research. We argue that future research should begin, not by asking the question of why organisations assume responsibility, but by contemplating the notion of why organisations consume responsibility. (shrink)

The hypothesis of this paper is that language is one more Eigenform, the “external” description of which is impossible. It follows that the application of second-order cybernetics to Eigenform might be adequate. In this article, I would like to concentrate on one relatively small aspect of the idea of Eigenform suggested by Foerster, Kauffman and Spenser-Brawn. I will use Foerster`s recursive approach namely that neither observer nor the thing observed can precede each other, but instead mutually assume each other. In (...) my research, language would stand in the place of the observer, and in the place of the thing – the world itself. To specify further, I focus on the problem of noting, and in particular, on how signs correspond to things. Therefore, I will try to show that the sign and the object do not precede one another and do not exist isolated from each other, but on the contrary, condition each other. Thus, language creates the world of objects, but in turn, it is created by the world. Thus it is a model of self-referentiality, which arranges the form of language as Eigenform as the idea of “mutual referentiality,” as we see it in the relation between language and the world. (shrink)

A leading theoretical framework for naturalistic explanation of mind holds that we explain the mind by positing progressively "stupider" capacities ("homunculi") until the mind is "discharged" by means of capacities that are not intelligent at all. The so-called homuncular fallacy involves violating this procedure by positing the same capacities at subpersonal levels. I argue that the homuncular fallacy is not a fallacy, and that modern-day homunculi are idle posits. I propose an alternative view of what naturalism requires that reflects how (...) the cognitive sciences are actually integrating mind and matter. (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)

I discuss what it means to comprehend in Gasparyan’s theory that defines language as an eigenform. For that, I raise questions concerning the conditions of mutual understanding of signs, ….