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  1. Reinvigorating the Nineteenth Century Scientific Method: A Peirce-pective on Science.Ahti-Veikko Pietarinen & Majid D. Beni - 2023 - Perspectives on Science 31 (5):684-715.
    This paper proposes to recover the topic of the philosophy of scientific method from its late nineteenth-century roots. The subject matter of scientific method sprouted from key inferential ingredients identified by Charles Peirce. In this paper, the historical path is traversed from the viewpoint of contemporary Cognitive Structural Realism (CSR). Peirce’s semiotic theory of methods and practices of scientific inquiry prefigured CSR’s reliance on embodied informational structures and experimentation upon forms of relations that model generic scientific domains. Three results are (...)
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  • Learning as Becoming Conscious: A note on Jablonka and Ginsburg’s Notion of Learning.Alin Olteanu - 2022 - Biosemiotics 15 (3):457-467.
    This commentary addresses the concept of learning stemming from Eva Jablonka and Simona Ginsburg’s theory of the emergence of consciousness. Jablonka and Ginsburg find strong support in biosemiotics for their argument that learning offers an evolutionary transition marker for the emergence of consciousness. Indeed, biosemiotics embraces a view on evolution that integrates both phylogeny and ontogeny. It does not polarize learning and evolving. At the same time, Jablonka and Ginsburg’s argument gives both biosemiotics and learning theory a shake, forcing scholarship (...)
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  • Multimodal Modeling: Bridging Biosemiotics and Social Semiotics.Alin Olteanu - 2021 - Biosemiotics 14 (3):783-805.
    This paper explores a semiotic notion of body as starting point for bridging biosemiotic with social semiotic theory. The cornerstone of the argument is that the social semiotic criticism of the classic view of meaning as double articulation can support the criticism of language-centrism that lies at the foundation of biosemiotics. Besides the pragmatic epistemological advantages implicit in a theoretical synthesis, I argue that this brings a semiotic contribution to philosophy of mind broadly. Also, it contributes to overcoming the polemic (...)
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  • ‘What do we talk about when we talk about climate change?’: meaningful environmental education, beyond the info dump.Cary Campbell - 2023 - Journal of Philosophy of Education 57 (2):457-477.
    Learning about the causes and effects of human-induced climate change is an essential aspect of contemporary environmental education (EE). However, it is increasingly recognized that the familiar ‘information dump delivery mode’ (as Timothy Morton calls it), through which new facts about ecological destruction are being constantly communicated, often contributes to anxiety, cognitive exhaustion, and can ultimately lead to hopelessness and paralysis in the face of ecological issues. In this article, I explore several pathways to approach EE, beyond the presentation and (...)
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  • Embracing the Learning Turn: The ecological context of learning.Cary Campbell - 2022 - Biosemiotics 15 (3):469-481.
    My aim in this commentary article is to observe and comment on some of the main conceptual and methodological continuities and discontinuities between recent biosemiotics-informed learning theory and the model of Unlimited Associative Learning (UAL) that Jablonka and Ginsburg ( 2022 ) present in this Target Article. UAL as a model, presents important synthesis and clarity around the ecological context and evolutionary dynamics underlying learning, with a wide range of implications. Still, there are conceptual “grey areas” that the authors themselves (...)
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  • A “Strong” Approach to Sustainability Literacy: Embodied Ecology and Media.Cary Campbell, Nataša Lacković & Alin Olteanu - 2021 - Philosophies 6 (1):14.
    This article outlines a “strong” theoretical approach to sustainability literacy, building on an earlier definition of strong and weak environmental literacy (Stables and Bishop 2001). The argument builds upon a specific semiotic approach to educational philosophy (sometimes called edusemiotics), to which these authors have been contributing. Here, we highlight how a view of learning that centers on embodied and multimodal communication invites bridging biosemiotics with critical media literacy, in pursuit of a strong, integrated sustainability literacy. The need for such a (...)
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