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)

A vital step to successfully orienting Deleuze with biosemiotics (and theories of biological complexity overall) is to discover a coherent scientific throughline in his work that also accounts for the aesthetic/creative dimension of his philosophy. This requires the heterodox move (from a Deleuzean point of view) of giving priority to the organism. I argue that Deleuze’s treatment of the organism does more than signal a superficial relation to biological complexity theory that, as a result of his nuanced take on the (...) matter, undermines the value of the organic body to his system. Instead, we can recognize a working theory of autopoiesis in the early Deleuze that scaffolds as well as substantiates his later ethological and biosemiotic observations and reveals a definite, albeit minimal, notion of subjectivity in his work. Most importantly, reorienting his logic of sense as a logic of sense-making, or the context-dependent signification between system and environment (Thompson, 2007), allows us to begin the work of mining a scientific throughline in Deleuze’s work akin to biological complexity theory that is of value to both Deleuze studies and biosemiotics. (shrink)

Prions, prion-related diseases and prion-like phenomena are not only the subjects of rapidly growing scientific research interests, but also appear to be interesting from a philosophical perspective. In this study, we first present a brief review of the current prion research that includes a conceptual expansion of the notion of “prion” as a pathogenic conformation of a specific mammalian protein, towards more general “prion-like phenomena”, that can sometimes assume important beneficial functions in a broad range of biological contexts. Next, we (...) introduce Gilbert Simondon’s theory of individuation, which is a philosophical framework applicable to all possible domains of becoming. In contrast to the common approach of dividing the realm of ontogenetic processes into distinct domains and treating them separately, Simondon distinguishes between different modes of the same process: i.e., the physical, vital, and psycho-collective modes. His theory thus appears relevant with regard to the notion of prion-like phenomena in the extended sense, which seems to provide a useful metaphor for better understanding different modes of individuation and transitions between them. In particular, the transition from the physical to the vital mode is closely related to some core questions of biosemiotics such as the emergence of life from non-life, as well as “how a molecule became a sign”, which today constitute blank spots where the classical specialised disciplines of natural sciences fall short of satisfactory explanations. When recent scientific findings on prion-related phenomena are interpreted in the context of Simondon’s ontogenetic framework, the question related to the origin of life in our provocative title gains a different meaning. (shrink)

How semiotic freedom emerges in the evolution and development of organisms through semiotic scaffolding is a core problem for biosemiotics. There is a paradox in explaining this semiotic emergence: reduction in (semiotic) freedom leads to the creation of new semiotic freedom. Semiotic emergence is a species of dynamic emergence. Accordingly, the paradox of semiotic emergence is a species of the paradox of dynamic emergence. The latter paradox claims that reducing lower-level freedom generates new freedom at a higher level. The solution (...) to the paradox lies in clarifying the ambiguity in the term freedom. The conceptual inconsistency in the paradox comes from confusing two types of freedom. One type of freedom means the possibility a system could have, while the other refers to the capacity of a system to access a specific (range of) state(s). There is an inverse relation between the two types of freedom. With the clarification, the conceptual inconsistency is explained away. This understanding of semiotic emergence may help us further understand core ideas in biosemiotics and provide a conceptual foundation for empirical studies of biosemiotics. (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)

The coevolution of objectivity and subjectivity and the nature of both their division and connection are central to this paper. Section 2 addresses the nature of meaning from the subjective perspective. Initially, I examine the meaningful engagement that exists between the unicellular organism and its environment. In this respect, I focus on the ontological importance of the qualitative biochemical assimilation of the physical rather than on the evolution of form and function. In Section 3, I broaden the discussion to include (...) multicellular organisms and introduce the idea that meaning, at various levels, qualifies different objective and informational constructs of the world. These determine the character of interactive engagement and reveal much about the way in which an agent signifies the external. In Section 4, I review Darwinian evolution from the position of the existential self. I emphasize that meaning is that which qualifies the human concept of objectivity, rather than that objectivity is that which will help humankind qualify or understand meaning. Ultimately, this outlook challenges scientific disciplines that have tended to obscure the relevance of meaning and sought, instead, to explain it from an epistemological footing. In its overall scope, I try to establish the view that the subjective and objective domains are more nuanced, layered, and intertwined ontologically than the default stance that presents a binary juxtaposition between the two. (shrink)