Deweyan pedagogy seeks to promotes growth, characterized as an increased sensitivity, responsiveness, and ability to participate in an environment. Growth, Dewey says, is fostered by the development of habits that enable further habit formation. Unfortunately, humans have their own habitual ways of encountering other species, which often do not support growth. In this article, I briefly review some common conceptions of learning and the process of habit-formation to scope out the landscape of a more responsible and responsive approach to taking (...) growth seriously. What emerges is a reflexive biosemiotics that has humans explicitly concerned with the in situ emergence of new signification in themselves and in other organisms. This requires we take a pedagogical stance in our attitudes and practices towards other species, which we can enrich with insights derived from re-interpreting traditional empirical studies. By freeing the habit-forming process from confining stereotype, a biological pedagogy can enable a more fluid and creative biosphere, unencumbered to explore unfolding possibilities in semiotic space. (shrink)

The central place accorded the notion of ‘sustainable development' among those attempting to overcome ecological problems could be one of the main reasons for their failure. ‘Ecological civilization' is proposed and defended as an alternative. ‘Ecological civilization' has behind it a significant proportion of the leadership of China who would be empowered if this notion were taken up in the West. It carries with it the potential to fundamentally rethink the basic goals of life and to provide an alternative image (...) of the future. It could both inspire people and provide the cultural foundations for the cultural, social and economic transformations necessary to create a new world order, a world order in which humans augment rather than undermine the ecosystems of which they are part. This paper explicates these implications. (shrink)

In this paper, I discuss the concept of ‘shared meaning’, and the relationship between a shared understanding of signs within an animal social group and the Umwelten of individuals within the group. I explore the concept of the ‘Total Umwelt’, as described by Tønnesen, (2003), and use examples from the traditional ethology literature to demonstrate how semiotic principles can not only be applied, but underpin the observations made in animal social biology. Traditionally, neo-Darwinian theories of evolution concentrate on ‘fitness’ or (...) an organism’s capacity to survive and reproduce in its own environmental niche. However, this process also relies on underlying signs and sign processes, which are often over-looked in traditional ethology and behavioural ecology. Biosemiotics, however, places the emphasis on sign process, with signs and signals comprising a semiosphere. Significantly, whilst the semiosphere is formulated as physical phenomena, specifically energetic and material signs which can be detected and transmitted as signals from one individual to another, it is the Umwelten of living organisms which give those signals meaning. Further, two or more Umwelten can merge, giving rise to a ‘Total Umwelt’, which facilitates shared meaning of signs between two or more individuals. Across and within generations, this gives rise to cultural interpretation of signs within populations. I argue this is the fundamental basis for emergent group properties in social species, or indeed in solitary living species where individuals interact to mate, defend territories or resources, or in raising altricial young. I therefore discuss a fusion of traditional behavioural ecology- based theory with semiotics, to examine the phenomenon of ‘shared meaning’ in animal social groups. (shrink)

Both biosemiotics and evolutionary epistemology are concerned with how knowledge evolves. (Applied) Evolutionary Epistemology thereby focuses on identifying the units, levels, and mechanisms or processes that underlie the evolutionary development of knowing and knowledge, while biosemiotics places emphasis on the study of how signs underlie the development of meaning. We compare the two schools of thought and analyze how in delineating their research program, biosemiotics runs into several problems that are overcome by evolutionary epistemologists. For one, by emphasizing signs, biosemiotics (...) needs to delineate a semiotic threshold, which is a problem not encountered by evolutionary epistemologists. Instead, the latter recognizes that all organisms are knowers that evolve knowledge, which they recognize to extend toward phenomena produced by organisms such as behavior, cognition, language, culture, science, and technology. Secondly, biosemiotics attempts at continuing adaptationist notions on how organisms relate to their environment, while especially Applied Evolutionary Epistemology comes to redefine the nature of the organism–environment relationship in such a way that it recognizes the spatiotemporal boundedness of existence, which in turn makes adaptationist accounts obsolete. (shrink)

Based on the analysis of ‘Human labour and its relation to the distribution of energy’ by the Ukrainian natural scientist and economist Serhii Podolinsky, the authors support the opinion of modern researchers that Podolinsky’s ideas, published in this work in 1880, have foreseen some moments from Vladimir Vernadsky’s noosphere concept. Podolinsky also underlined that there are countries which formerly had been rich but later almost fell into poverty. He believed, and this has proved correct from a modern point of view, (...) that such a situation is connected with mistakes in economic management. Despite some critical comments against the concept of Podolinsky, its consideration is of interest today. (shrink)