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)

Many edusemiotic writers have begun to closely align edusemitoics to biosemiotics; the basic logic being that, if the life process can be defined through the criterion of semiotic engagement, so can the learning process :373–387, 2006). Thus, the ecological concept of umwelt has come to be a central area of investigation for edusemiotics; allowing theorists to address learning and living concurrently, from the perspective of meaning and significance. To address the conceptual and experiential foundations of the edusemiotic perspective, this paper (...) will focus its attention on the basic semiosic processes that sustain the learner’s primary modelling system or umwelt—the world of meaning and sensory engagement that the organism is immersed in. This focus enables us to identify and explore four basic principles that an ecologically concerned edusemiotic perspective can be said to rest upon; the Iconicity Hypothesis, the Principle of Suprasubjective Relation, the Natural Learning Flow Principle, and the Continuity Principle. The identification and elaboration of these basic philosophical orientations will help establish the importance and relevance of the edusemiotic perspective for educational philosophy and theory in general. This task requires the methodological framework of Sebeok and Danesi’s Modelling Systems Theory, which; provides a biosemiotically grounded approach to understanding the diversity of modelling phenomena across all species, and; contextualizes the specific focus of this study within the broader forms of learning and knowing encompassed by a semiotic theory of learning. Hopefully such attention to the foundational doctrina of this new perspective will encourage more educational research to take what Semetsky has called the edusemiotic turn. (shrink)

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 (...) note and that biosemiotics in particular has problematized in various ways. I highlight the general challenge of defining minimal consciousness in relation to a concept of minimal Umwelt, as well as the issue of animal cultures, and the transition from UAL to symbolic-cognition and human language, making connections to the evolution of hominin musicking capacities. (shrink)

The purpose of this paper is to present a possible theoretical articulation between Terrence Deacon’s concept of ententionality and the concept of pertinence as posed by semio-linguist Luis J. Prieto. The advantage of such articulation is that it brings together two seemingly incompatible approaches within semiotics, namely the Peircean and the Saussurean ones. We start by subscribing to the definition of semiotics as the study of forms of knowledge in order to highlight the importance of analyzing intentional phenomena as semiosic (...) phenomena. Afterwards, we present the concept of ententionality and the levels of organization that ultimately set the conditions for entention to emerge. Then, we present an analysis of this concept aided by Prieto’s notion of pertinence. Our main conclusion is that ententionality and teleodynamic organization presupposes the existence of a pertinence principle that enables the recognition of differences in the extrinsic conditions of a system, and that such recognition of differences is at the basis of proper intentional phenomena. (shrink)

Biological organisms appear to have agency, goals, and meaningful behaviour. One possibility is that this is mere appearance, where such properties are not real, but only ‘as if’ consequences of the physiological structure of organisms. Another possibility is that these properties are real, as emerging from the organism's structure and from how the organism interacts with its environment. Here I will discuss a recent theory showing that the latter position is most likely correct, and argue that the theory is largely (...) consistent with the basics of the field of biosemiotics. The theory can be represented as a triad that resembles the semiotic triad proposed by Peirce, which connects a sign with its object through a process of interpretation. In the theory presented, the sign is an internalized version of fitness which refers to the true fitness through a feedback loop that in effect produces interpretation. The feedback loop entangles deterministic and stochastic forms of causation in such a way that genuine agency, goal-directedness, and their associated meaning emerge. It produces a strong form of emergence not reducible to its constituents. The result is that novel phenomena arise that are real and necessary components for a complete understanding of living organisms. (shrink)

I argue that the physiological, phenomenal and conceptual constitute a trichotomous hierarchy of emergent categories. I claim that each category employs a distinctive type of interactive mechanism that facilitates a meaningful kind of environmental discourse. I advocate, therefore, that each have a causal relation with the environment but that their specific class of mechanism qualifies distinctively the meaningfulness of that interaction and subsequent responses. Consequently, I argue that the causal chain of physical interaction feeds distinctive value-laden constructions that are ontologically (...) distinct for each category. Within the limitations of the interactive mechanisms of each category, increasingly sophisticated forms tend to evolve. The increase in sophistication in each category inevitably leads to the emergence of the novel mechanism particular to the next in the hierarchy. In essence, there is an emergent hierarchy of evolving categories delineated by the nature of their mechanism of environmental engagement. I argue that biochemical mechanisms have a tendency to evolve meaningfully, specifically in a way that is both qualitatively relevant and responsive to environmental particulars. I explain that these mechanisms set in play an organisational imperative that leads to the emergence of the capacity to evaluate and prioritise qualitative biochemical assimilations which, inevitably, generates a subjectively individuated experience phenomenon. I then relate this to the novel characteristics of the human perspective. (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 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)

The paper focuses on the semiotic principles of the organisation of ecosystems, attempting to find concepts that point to relations and not to elements. (1) Consortium (the term introduced by Johannes Reinke around 1873) can be defined as a group of organisms connected via (sign) relations, or groups of interspecific semiosic links in biocoenosis. The consortial relations include trophic and topic relations, both implying a recognition (identification) of the object by an organism involved (these, i.e., are sign relations). These relations (...) are ecologically inheritable. (2) Umwelt (the term introduced by Jakob von Uexküll around 1909) can be defined as a set of relations an organism has in an ecosystem (as in a semiosphere). The formation of an umwelt is dependent on the modelling system of the organism. (3) Biophony (the term introduced by Bernie Krause around 2000) denotes the coordination of inter- and intra-species relations in a soundscape of a biological community. This can be seen as a special case of Komposition as defined by Jakob and Thure von Uexküll. (4) Ecological code (as introduced, e.g. by Alexander Levich around 1977) can be defined as the set of (sign) relations (regular irreducible correspondences) characteristic to an entire ecosystem. We also mention the concepts of ecomones and coactones (introduced by Marcel Florkin in 1965) as the substances which are responsible for mediation of ecological inter-individual relations. All the relations as sign-relations evidently imply both a static or structuralist description (in terms of codes), and a processual description (in terms of semiosis carried on by interpretation). We conclude that all the above mentioned concepts can be viewed as conceptually connected and are suitable for semiotic description of biological communities. (shrink)

This paper argues that the Extended Synthesis, ecological information, and biosemiotics are complementary approaches whose engagement will help us explain the organism-environment interaction at the cognitive level. The Extended Synthesis, through niche construction theory, can explain the organism-environment interaction at an evolutionary level because niche construction is a process guided by information. We believe that the best account that defines information at this level is the one offered by biosemiotics and, within all kinds of biosemiotic information available, we believe that (...) ecological information is the best candidate for making sense of the organism-environment relation at the cognitive level. This entanglement of biosemiotics, ecological information and the Extended Synthesis is promising for understanding the multidimensional character of the organism-environment reciprocity as well as the relation between evolution, cognition, and meaning. (shrink)

A common approach in biosemiotics suggests that semiosis (any activity or process that involves signs) is a natural process embedded in evolution, which entails the production of meaningful processes. As Pattee has argued, a closer look at living systems shows that semiosis is closely related to a very specific and highly functional context of selected constraints. Symbolic control consists in 1) instituting a friction on the novelty, variability and randomness of life processes 2) allowing survival value at all levels of (...) biological organization and 3) enabling self-organization. Then it would be the network of semiotic controls to actually playing a pivotal role in biological organization and evolution. (shrink)

This book provides a comprehensive overview of my recent theoretical work that aims to explain some of the more puzzling properties of life and mind, in particular agency, goal-directedness and consciousness. It contains published papers as well as new material. Table of contents: Preface - PART I: GROUNDWORK - 1. Introduction - 2. The basic mechanism - 3. Inclusive and extensive fitness - 4. Components of F and X - 5. The consequences: a preview - PART II: LIFE - 6. (...) What qualifies as life? - 7. Biological meaning - 8. Biological functions - PART III: MIND - 9. Minimal agency, goal-directedness and value - 10. Intentionality and meaning - 11. Language - 12. Consciousness - 13. The human self - PART IV: PHILOSOPHY - 14. Strong emergence - 15. The real, the true and the good - 16. Philosophical problems of consciousness - Epilogue - Appendix A: Summaries of computational simulations - Appendix B: Examples of minimal intentionality - References. -/- . (shrink)

The paper outlines the emergence of biosemiotics (global semiotics, cyber semiotics) a new scientific approach, which appeared in a result of transformation in the scientific paradigms at the end of the XX century and the beginning of the XXI century. The author also highlights the reasons for such emergence and the potential of biosemiotics in analyzing autopoietic sign systems. The essence of biosemiotics as a science of organic sign systems and its status in the humanitarian knowledge paradigm has been defined. (...) The application of analytical and interpretative methods, in combination with the historical approach, allowed us to trace a chronology of biosemiotics formation as well as its modern state of the art. It has been contended, due to a synergy of biology and semiotics, philosophy, and ethics, modern sign theory broadened its focus to the research in all alive sign systems (Thomas A. Sebeok, 2000) and acquired a new name “biosemiotics”. The prospects of future research lie in applying methods of biosemiotics to narrative discourse analysis. (shrink)

Живым существам объективный мир представляется как совокупность чувственно воспринимаемых качеств, воспоминаний, ощущений, мыслей, желаний, убеж- дений и т.д. Почему произошло так, что объективный мир способствовал появлению су- ществ, обладающих субъективным представлением об окружающей их действительности. Почему объективный мир породил существ с субъективным восприятием мира? Эта статья во многом посвящена разрыву между объективным и субъективным, а также проблеме качественного характера феноменального сознания. Я утверждаю, что физиологическое, феноменальное и концептуальное составляют трехуровневую иерархию эмергентных кате- горий. Эти категории каузально и онтологически различны (или (...) разделены). Для каждой характерен уникальный механизм интеракции. Этот механизм создает условия для форми- рования наделенного значением дискурсивного взаимодействия с окружающей средой. Повышение уровня сложности организации в рамках каждой категории неизбежно приво- дит к появлению нового уровня в иерархии. Иначе говоря, существует эмергентная иерар- хия развивающихся категорий, определяемая природой их механизмов взаимодействия с окружающим миром. Что касается первой категории, я утверждаю, что биохимические механизмы склонны в своем развитии идти особым, наделенным значением путем, при котором качественно учитываются характеристики окружающей среды и обеспечивается реакция на них. Говоря о второй категории, я показываю, что эти механизмы дают орга- низму возможность оценки и приоритизации квалитативных ассимиляций. Далее я объяс- няю, почему этот процесс характеризует индивидуальный субъективный феноменальный опыт. Наконец, я говорю об этом с точки зрения уникального взгляда на мир, присущего человеку. (shrink)