- Submit
-
Browse
- All Categories
- Metaphysics and Epistemology
- Value Theory
- Science, Logic, and Mathematics
- Science, Logic, and Mathematics
- Logic and Philosophy of Logic
- Philosophy of Biology
- Philosophy of Cognitive Science
- Philosophy of Computing and Information
- Philosophy of Mathematics
- Philosophy of Physical Science
- Philosophy of Social Science
- Philosophy of Probability
- General Philosophy of Science
- Philosophy of Science, Misc
- History of Western Philosophy
- Philosophical Traditions
- Philosophy, Misc
- Other Academic Areas
- More
Switch to: References
Citations of:
Learning and adaptation from a semiotic perspective
Sign Systems Studies 46 (4):409-434 (2018)
Add citations
You must login to add citations.
|
|
|
The main theme of the article, which by genre falls into the area of semiotically influenced philosophy, is a reflection on the relationship between the human and the non-human, using two partial but parallel discourses. The first discourse is the perspective of general semiotics, which is defined in the article on the basis of two distinct forms of rationality that, in different guises, still intervene in debates about the nature of the humanities and social sciences today. The first form of (...) |
|
|
The main theme of the article, which by genre falls into the area of semiotically influenced philosophy, is a reflection on the relationship between the human and the non-human, using two partial but parallel discourses. The first discourse is the perspective of general semiotics, which is defined in the article on the basis of two distinct forms of rationality that, in different guises, still intervene in debates about the nature of the humanities and social sciences today. The first form of (...) |
|
|
This article deploys Peircean approach to bodily skills, foregrounding motricity as a semiotically mediated and a “suprasubjective” process. By examining two contrasting skills – javelin and martial arts – I draw out the relevance of dynamic movement to the semiotics of sport and embodiment. These contrasting movements expose different epistemological assumptions since they emerge in distinct cultural traditions. To attend to the cultural dimension of movement practices – including the mediation of signs making certain movement forms seem reasonable or desirable (...) |
|
|
|
|
|
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 (...) |
|
|
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 (...) |
|
|
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 (...) |
|
|
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 (...) |
|
|
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 (...) |
|
|
Learning about the causes and effects of human-induced climate change is an essential aspect of contemporary environmental education (EE). However, it is increasingly recognized that the familiar ‘information dump delivery mode’ (as Timothy Morton calls it), through which new facts about ecological destruction are being constantly communicated, often contributes to anxiety, cognitive exhaustion, and can ultimately lead to hopelessness and paralysis in the face of ecological issues. In this article, I explore several pathways to approach EE, beyond the presentation and (...) |
|
|
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 (...) |
|
|
This article outlines a “strong” theoretical approach to sustainability literacy, building on an earlier definition of strong and weak environmental literacy (Stables and Bishop 2001). The argument builds upon a specific semiotic approach to educational philosophy (sometimes called edusemiotics), to which these authors have been contributing. Here, we highlight how a view of learning that centers on embodied and multimodal communication invites bridging biosemiotics with critical media literacy, in pursuit of a strong, integrated sustainability literacy. The need for such a (...) |
|
|
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 (...) |
PhilPapers logo by Andrea Andrews and Meghan Driscoll.
This site uses cookies and Google Analytics (see our terms & conditions for details regarding the privacy implications). Use of this site is subject to terms & conditions.
All rights reserved by The PhilPapers Foundation
Server: philpapers-web-747975fc64-s78wt uwo