Law is a specialized semiotic realm, but lawyers generally are ignorant of this fact. Lawyers may manage meaning, but they also are managed by meaning. Seemingly trapped by the weight of pre-existing signs, their attempts to manage these meanings generally are limited to technical interventions and instrumentalist strategies. Signs have power over lawyers because they are embedded in narratives, a semiotic economy that confronts the lawyer as “given” even though it is dynamic and constantly under construction. Most lawyers do not (...) make meaning through legal narratives; rather, they parrot bits of the controlling narratives in response to certain problems. Because clients often can achieve their objectives when their lawyers crudely manipulate the symbols of law, these endeavors pay very well. Well-paid lawyers tend not to ask too many questions. Consequently, semiotics is, at best, misunderstood by lawyers; more likely it is wholly unknown. A lawyer’s avowed instrumentalism is the very problem to be addressed in this regard. For the scope of discussion, I refer to Vico’s famous On the Study Methods of Our Time and draw my conclusion for the lawyer of our time. (shrink)

This chapter critically examines the dominant tradition in formal education as an indirect driver of biocultural homogenization while revealing that there is an alternative tradition that fosters biocultural conservation. The dominant tradition, originating in the Seventeenth Century scientific revolution effected by René Descartes, Thomas Hobbes, Isaac Newton, John Locke and allied thinkers, privileges science, seen as facilitating the technological domination of the world in the service of economic growth, as the only genuine knowledge. This is at the foundation of a (...) globalized, homogenizing culture that reduces everything and everyone to instruments of the globalized economy. The alternative, now recognized as the Radical Enlightenment, has its roots in the Renaissance. Represented by thinkers such as Giordano Bruno, Giambattista Vico, Gottfried Herder and Friedrich Wilhelm Schelling, it challenges such dogmatic scientism and upholds the value of diverse cultures, past and present. It offers an alternative tradition and model of education fostering imagination, understanding and appreciation of diversity in the quest for wisdom. It is a model of education which engenders respect for and appreciation of the value of different cultures, including indigenous wisdom with very different attitudes to nature, thereby developing the capacity to reflect on, question, criticize and overcome the homogenizing imperialism of mainstream modernist culture. (shrink)

Why do the arts and culture matter? What difference do they make and how do we know what difference they make? This report presents the outcomes of the AHRC’s Cultural Value Project which looked at how we think about the value of the arts and culture to individuals and to society.