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 (...) in these fields to tackle difficult questions on agency, selfhood, consciousness and anthropological difference. I explore some of the main questions that arise from this theoretical development, particularly in reference to Andrew Stables’ semiotic learning theory, which has been easily nested in a biosemiotic framework. (shrink)

This paper reconsiders semiotic modelling in light of recent scholarship on Charles Peirce, particularly regarding his concept of proposition. Conceived in the vein of Peirce’s phenomenological categories as well as of his taxonomy of signs, semiotic modelling has mostly been thought of as ascending from simple, basic sign types to complex ones. This constitutes the backbone of most currently accepted semiotic modelling theories and entails the further acceptance of an unexamined a priori coherence between complexity of cognition and complexity of (...) signification. Following recent readings of Peirce’s post-1900 semiotic, we engage in a discussion as to what are the limits of this approach. From Stjernfelt’s conception of the dicisign in nature, we derive a perspective that affords understanding the practice of modelling as a reciprocal interplay between decomposition of complexity and recombination into further complexity. This discussion is facilitated by the recent extrapolation of the constructivist concept of scaffolding in biosemiotics research. Cognition, we argue, begins with a fundamental irritation of trying to make sense of a structure that is more complex than what can directly be derived from experience and, in so doing, urges meaning-seeking processes. The yet unknown object is decomposed into more tangible objects and is subsequently reassembled from these more manageable conceptions of the object. In support of our argument, we discuss the notions of semiotic competences and resources in light of such a naturalized account of meaning-making. (shrink)

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 (...) in linguistics between, loosely put, cognitive universalism and cultural relativism. This possibility is revealed by the recent convergence of various semiotic theories towards a criticism of the classic notion of meaning as double articulation. In biosemiotics, the interest to explicate meaning as multiply articulated stems from the construal of Umwelt as relying on the variety of sense perception channels and semiotic systems that a species has at its disposal. Recently, social semiotics developed an unexplored interest for embodiment by starting from the other end, namely the consideration of the modal heterogeneity of meaning. To bridge these notions, I employ the cognitive semantic notion of embodiment and Mittelberg’s cognitive semiotic notion of exbodiment. In light of these, I explore the possible intricacies between the biosemiotic notion of primary modeling system and concepts referring to preconceptual structures for knowledge organization stemming from cognitive linguistics. Further, Mittelberg’s concept of exbodiment allows for a construal of meaning articulation as mediation between the exbodying and embodying directions of mind. (shrink)

Semiotics and education -- Charles S. Peirce's list of categories and taxonomy of signs -- Semiotics as pragmatic logic -- Education in Peirce's divisions of science -- Suprasubjective being and suprasubjective learning -- From icon to argument -- Diagrammatic reasoning and learning -- Agapic learning -- The Peircean theory of learning and phenomenology -- Possible objections.

We propose a new relational direction in higher education that acknowledges external and internal images as integrated in thinking and learning. We expand educational theory and practice that commonly rely on discrete conceptual developments that exclude images. Our argument epistemologically relies on certain semiotic views that consider the role of iconic signs and iconicity (meaning making by the virtue of similarity) as significant in relation to knowledge and learning. The analogical and imaginative work required to discover similarity between external pictures (...) and any educational concept is a form of iconic mind work that opens a space for transformational thinking and creative solutions. The novelty of our argument lies in the schematic philosophy of mind by C.S. Peirce, and specifically, an adaptation of Peirce’s triadic sign diagram for learning, exemplified via an ‘inquiry graphic’ sign and reflective method. This outlook seeks connections in diversity, arguing for an education that acknowledges and teaches intrinsic human relatedness to other humans, beings and things in the environment, thus challenging any notions of anthropocentrism and superiority. It calls for a reaction in international higher education to acknowledge the iconicity of concepts and thinking and embrace integrated image-concept signs for deep and critical teaching-learning, towards a modest educational contribution to counteracting social and environmental crises. (shrink)

We propose a new relational direction in higher education that acknowledges external and internal images as integrated in thinking and learning. We expand educational theory and practice that commonly rely on discrete conceptual developments that exclude images. Our argument epistemologically relies on certain semiotic views that consider the role of iconic signs and iconicity (meaning making by the virtue of similarity) as significant in relation to knowledge and learning. The analogical and imaginative work required to discover similarity between external pictures (...) and any educational concept is a form of iconic mind work that opens a space for transformational thinking and creative solutions. The novelty of our argument lies in the schematic philosophy of mind by C.S. Peirce, and specifically, an adaptation of Peirce’s triadic sign diagram for learning, exemplified via an ‘inquiry graphic’ sign and reflective method. This outlook seeks connections in diversity, arguing for an education that acknowledges and teaches intrinsic human relatedness to other humans, beings and things in the environment, thus challenging any notions of anthropocentrism and superiority. It calls for a reaction in international higher education to acknowledge the iconicity of concepts and thinking and embrace integrated image-concept signs for deep and critical teaching-learning, towards a modest educational contribution to counteracting social and environmental crises. (shrink)

This paper aims to explain how semiotics and constructivism can collaborate in an educational epistemology by developing a joint approach to prescientific conceptions. Empirical data and findings of constructivist research are interpreted in the light of Peirce’s semiotics. Peirce’s semiotics is an anti-psychologistic logic and relational logic. Constructivism was traditionally developed within psychology and sociology and, therefore, some incompatibilities can be expected between these two schools. While acknowledging the differences, we explain that constructivism and semiotics share the assumption of realism (...) that knowledge can only be developed upon knowledge and, therefore, an epistemological collaboration is possible. The semiotic analysis performed confirms the constructivist results and provides a further insight into the teacher-student relation. Like the constructivist approach, Peirce’s doctrine of agapism infers that the personal dimension of teaching must not be ignored. Thus, we argue for the importance of genuine sympathy in teaching attitudes. More broadly, the article also contributes to the development of postmodern humanities. At the end of the modern age, the humanities are passing through a critical period of transformation. There is a growing interest in semiotics and semiotic philosophy in many areas of the humanities. Such a case, on which we draw, is the development of a theoretical semiotic approach to education, namely edusemiotics. (shrink)

We propose a semiotic framework to underpin a posthumanist philosophy of education, as contrasted to technological determinism. A recent approach to educational processes as semiotic phenomena lends itself as a philosophy to understand the current interplay between education and technology. This view is aligned with the transhumanist movement to defend techno-scientific progress as fundamental to human development. Particularly, we adopt a semiotic approach to education to tackle certain tensions in current debates on the human. Transhumanism scholars share the optimistic belief (...) that there is no limit to how the ethical use of technology can help alleviate suffering and increase our health and wisdom. From this perspective, it appears possible to acquire capacities that require rethinking the notion of human altogether. For others, this undermining of essentialist concepts of humanity entails serious risks, especially related to ethical egalitarianism. We adopte the perspective of edusemiotics, a framework that brings together semiotics, educational theory and philosophy of education. As a theoretical-practical framework, edusemiotics affords a hermeneutic and semiotic method for our approach. Peirce’s logic of signs is used to analyze socio- educational interactions as environmental. We observe two lines of thought. On the one hand, technological transhumanism enhances Cartesian mind–body dualism. On the other hand, philosophical posthumanism seeks to overcome this dichotomy. The former proposal construes human transformation as an artifactualization derived from techno-scientific enhancements. The latter position proposes an integrative posthumanism, capable not only to include edusemiotic theory but also to rethink the concept of learning as mutual to that of human. (shrink)

The recent development of biosemiotics has revealed the achievement of knowledge and the development of science to be the results of the semiosis of all life forms, including those commonly regarded as cultural constructs. Education is thus a semiosic structure to which evolution itself has adapted, while learning is the semiotic phenomenon that determines the renewal of life itself. Historically, it was a semiotic paradigm that determined the emergence of institutions such as universities and that underpinned the development of liberal (...) education. The present article considers the history of education in terms of sign emergence and evolution, regarding education as currently being conceived and practised as a stage in the general evolutionary action of signs. This approach differs from the prevailing modern approaches to education, which are mostly applied psychology and sociology. (shrink)

The Annual Biosemiotic Achievement Award was established at the annual meeting of the International Society for Biosemiotic Studies (ISBS) in 2014, in conjunction with Springer and Biosemiotics. It seeks to recognize papers published in the journal that present novel and potentially important contributions to biosemiotic research, its scientific impact and its future prospects. Here the winner of the Biosemiotic Achievement Award for 2020 is announced: The award goes to Ahti-Veikko Pietarinen and Majid D. Beni for their article "Active Inference and (...) Abduction". (shrink)

Name der Zeitschrift: Semiotica Jahrgang: 2016 Heft: 212 Seiten: 59-79.

Semiotic Theory of Learning asks what learning is and what brings it about, challenging the hegemony of psychological and sociological constructions of learning in order to develop a burgeoning literature in semiotics as an educational foundation. Drawing on theoretical research and its application in empirical studies, the book attempts to avoid the problematization of the distinction between theory and practice in semiotics. It covers topics such as signs, significance and semiosis; the ontology of learning; the limits of learning; ecosemiotics; ecology (...) and sexuality. -/- The book is written by five of the key figures in the semiotics field, each committed to the belief that living is a process of interaction through acts of signification with a signifying environment. While the authors are agreed on the value of semiotic frameworks, the book aims not to present an entirely coherent line in every respect, but rather to reflect ongoing scholarship and debates in the area. In light of this, the book offers a range of possible interpretations of major semiotic theorists, unsettling assumptions while offering a fresh, and still developing, series of perspectives on learning from academics grounded in semiotics. -/- Semiotic Theory of Learning is a timely and valuable text that will be of great interest to academics, researchers and postgraduates working in the fields of educational studies, semiotics, psychology, philosophy, applied linguistics and media studies. (shrink)