In this paper, we describe a semiotic programme that proposes an alternative conceptual framework to understand the moral positionalities that people have in socio-material space. The study amalgamates moral character and signs and signification through a discussion of moral choice and value acts in an existential semiotic framework, as laid out by Eero Tarasti. The programme was triggered by a lived experience in a non-place, yielding the concept of semiotic space awareness – i.e., the value acts that work as signs (...) of moral character in people’s socio-material space. It is the moral positioning of a subject in the socio-material and semiotic space in relation to other subjects. People’s positionalities primarily take place in the socio-material space, and the dimensions we discuss focus on how value acts are produced and interpreted in space and place. Our aim is to take the approach used in, e.g., proxemics to a universal metalevel in terms of its key, undivided semiotic ingredients irrespective of cultural variation. We then extrapolate by discussing how these value acts trigger potential tensions and conflicts that can be approached using semiotics as a foundation for analysis. More specifically, the moral character that people portray in their value acts is theorized and applied as an explanatory tool to understand the semiosis and its repercussions in Dasein. We also introduce affordance as an additional dimension in the interplay and modalizations between moral character and moral choice to understand value acts and semiotic space awareness in subjects’ Dasein and Umwelt. (shrink)

Among the biggest challenges facing the contemporary human condition, and therefore also education, is responding to the climate crisis. One of the sources of the crisis is assumed to be _absent-mindedness_, presented by Leslie Dewart as a distortion of the development of human consciousness. Dewart’s poorly-known philosophical consciousness study is presented in this paper in broad outline. The problems in the study of consciousness, the most important of which are the qualitative representations—qualia—and the question of free will, are also briefly (...) discussed. These problems are then examined transcendental analytically, with the question of what one must assume in order to allow the emergence of these phenomena. From the resulting conception of causal relationship, we proceed to the circular causality as a prerequisite for life, namely the homeostatic systems and negative feedback. An organization of action that is essential to animals and humans is presented, using William Powers’ perceptual control theory (PCT), and the role of consciousness in this organization is drafted according to the studies of Martin Taylor. Action is seen as continuous problem solving, in which negative feedback is used to bring perceptions into line with the goals. The fundamental function of consciousness is revealed as the direction and enhancement of learning. Based on PCT, it can be shown that the main practical problems in animal and, especially, human action, are related to adverse side effects of action and the resulting various conflicts. The climate crisis is a typical example of the problematic side effects of collective action. Dewart’s concept of absent-mindedness can therefore be defined as an inability to responsibly account for the side effects of action. Thus, the main task of education is to forestall, through negative feedback and in cooperation with learner consciousness, absent-mindedness and the problems it causes. (shrink)