Against transmission -- For attention -- Education in the minor key -- Anthropology, art and the university.

IN THE winter and spring of 1031,1 was invited to give a series of ten lectures at Harvard University. The subject chosen was the Philosophy of Art; the lectures are the origin of the present volume. The Lectureship was founded in memory of William James and I esteem it a great honor to have this book associated even indirectly with his distinguished name. It is a pleasure, also, te recall, in connection with the lectures, the unvarying kindness and hospitality of (...) my colleagues in the department of philosophy at Harvard. I am somewhat embarrassed in an effort to acknowledge indebtedness to other writers on the subject. Some aspects of it may be inferred from authors mentioned or quoted in the text. I have read on the subject for many years, however, more or less widely in English literature, somewhat less in French and still less in German, and I have absorbed much from sources which I cannot now directly recall. Moreover, my obligations to a number of writers are much greater than might be gathered from allusions to them in the volume itself. My indebtedness to those who have helped me directly can be more easily stated. Dr. Joseph Ratner gave me a number of valuable references. Dr. Meyer Schapiro was good enough to read the twelfth and thirteenth chapters and to make suggestions which I have freely adopted. Irwin Edman read a large part of the book in manuscript and I owe much to his suggestions and criticism. Sidney Hook read many of the chapters, and their present form is largely the result of discussions with him; this statement is especially true of the chapters on criticism and the last chapter. My greatest indebtedness is to Dr. A. C. Barnes. The chaptershave been gone over one by one with him, and yet what I owe to his comments and suggestions on this account is but a small measure of my debt. I have had the benefit of con versations with him through a period of years, many of which occurred in the presence of the unrivaled collection of pictures he has assembled. The influence of these conversations, together with that of his books, has been a chief factor in shapingmy own thinking about the philosophy of esthetics. Whatever is sound in this volume is due more than I can say to the great educational work carried on in the Barnes Foundation. That work is of a pioneer quality comparable to the best that has been done in any field during the present generation, that of science not ex cepted. I should be glad to think of this volume as one phase of the widespread influence the Foundation is exercising. I am indebted to the Barnes Foundation for permission to reproduce a number of illustrations and to Barbara and Willard Morgan for the photographs from which the reproductions were made. J. D. (shrink)

Charles Sanders Peirce has been characterized as the greatest American philosophic genius. He is the creator of pragmatism and one of the founders of modern logic. James, Royce, Schroder, and Dewey have acknowledged their great indebtedness to him. A laboratory scientist, he made notable contributions to geodesy, astronomy, psychology, induction, probability, and scientific method. He introduced into modern philosophy the doctrine of scholastic realism, developed the concepts of chance, continuity, and objective law, and showed the philosophical significance of the theory (...) of signs and mathematical logic. The present series is the first published edition of his systematic works. (shrink)

Edusemiotics is a pioneering area of study that connects semiotics – the science of signs – with educational theory and the philosophy of education. This volume reflects cutting-edge research by scholars in education and in semiotics worldwide, bridging the two discourses to present the state of the art in this new transdisciplinary field. The book’s emphasis is on educational theory as based on semiotic philosophy: as such, it challenges the current conception of semiotics in education as merely a sub-branch of (...) applied semiotics. It presents edusemiotics as a novel unified conceptual framework at the interface of theoretical semiotics and educational philosophy, based on both theoretical and empirical studies from around the world. The chapters in this handbook also bring to the fore the intellectual legacy of Charles S. Peirce, John Dewey, Gilles Deleuze, Umberto Eco, Julia Kristeva, Mikhail Bakhtin, Paul Ricoeur, Martin Heidegger and other thinkers, pointing out the implications of edusemiotics for meaningful pedagogy and experiential learning in diverse contexts. (shrink)

Charles S. Peirce’s semiotics uniquely divides signs into: i) symbols, which pick out their objects by arbitrary convention or habit, ii) indices, which pick out their objects by unmediated ‘pointing’, and iii) icons, which pick out their objects by resembling them (as Peirce put it: an icon’s parts are related in the same way that the objects represented by those parts are themselves related). Thus representing structure is one of the icon’s greatest strengths. It is argued that the implications of (...) scaffolding education iconically are profound: for providing learners with a navigable road-map of a subject matter, for enabling them to see further connections of their own in what is taught, and for supporting meaningful active learning. Potential objections that iconic teaching is excessively entertaining and overly susceptible to misleading rhetorical manipulation are addressed. (shrink)

If complexity is a necessary but not sufficient premise for the existence and expression of the living, anticipation is the distinguishing characteristic of what is alive. Anticipation is at work even at levels of existence where we cannot refer to intelligence. The prospect of artificially generating aesthetic artifacts and ethical constructs of relevance to a world in which the natural and the artificial are coexistent cannot be subsumed as yet another product of scientific and technological advancement. Beyond the artificial, the (...) synthetic conjures the understanding of aesthetics and ethics no longer from the perspective of the How? type of question, but rather the Why? Given the current infatuation with synthetic biology (i.e., making life from non-life), there is a practical consequence to such considerations. Synthetic life, as any other form of life, implies the possibility of evolution. Anticipation, which is the underlying factor of evolution, is thus expected. At the level of human existence, anticipation is expressed, for instance (but not exclusively), in aesthetic forms and ethical values. This translates, in turn, into an argument for the role aesthetics and ethics play in the process. Consequently, to qualify as life, the synthesis of the physical and the living will have to efficiently handle ambiguity. Current computational facilities, regardless of their nature or performance, operate exclusively in the semiotic domain of the well defined non-ambiguous. (shrink)

Ecosemiotics is the study of sign processes (semioses) in relation to the natural environment in which they occur. The paper examines the cultural, biological, and evolutionary dimensions of ecosemioses on the basis of C. S. Peirce's theory of continuity between matter and mind and investigates the ecosemiotic dimensions of natural signs. Ecosemiotics and the semiotics of nature are distinguished from pansemiotism, and the coevolution of sign processes with their natural enviromnent is discussed as a determining factor of ecosemiosis.

This article is interdisciplinary in its claims. Evolving around the ecological concept of affordance, it brings together pragmatics and ecological psychology. Starting from the theoretical writings of Peirce, Dewey and James, the biosemiotic claims of von Uexküll, Gibson’s ecological approach to perception and some empirical evidence from recent neurobiological research, it elaborates on the concepts of experiential and enactive cognition as applied to music. In order to provide an operational description of this approach, it introduces some conceptual tools from the (...) domain of cybernetics with a major focus on the concept of circularity, which links perception to action in a continuous process of sense-making and interaction with the environment. As such, it is closely related to some pragmatic, biosemiotic and ecosemiotic claims which can be subsumed under the general notion of functional significance. An attempt is made to apply this conceptual framework to the process of musical sense-making which involves the realisation of systemic cognition in the context of epistemic interactions that are grounded in our biology and possibilities for adaptive control. Central in this approach is the concept of coping with the environment, or, in musical terms, to perceive the sounding music in terms of what it affords for the consummation of musical behaviour. (shrink)

Educating the gaze is easily understood as becoming conscious about what is 'really' happening in the world and becoming aware of the way our gaze is itself bound to a perspective and particular position. However, the paper explores a different idea. It understands educating the gaze not in the sense of 'educare' (teaching) but of 'e-ducere' as leading out, reaching out. E-ducating the gaze is not about getting at a liberated or critical view, but about liberating or displacing our view. (...) It is not about becoming conscious or aware , but about becoming attentive , about paying attention . E-ducating the gaze, then, is not depending on method, but relying on discipline; it does not require a rich methodology, but asks for a poor pedagogy, i.e. for practices which allow to expose ourselves. One example of such practice is that of walking. Consequently e-ducating the gaze could be about an invitation to go walking. This idea is explored b way of a comment on two quotations, one by Walter Benjamin and one by Michel Foucault. (shrink)

In this work Tim Ingold provides a persuasive new approach to the theory behind our perception of the world around us. The core of the argument is that where we refer to cultural variation we should be instead be talking about variation in skill. Neither genetically innate or culturally acquired, skills are incorporated into the human organism through practice and training in an environment.They are as much biological as cultural.

The distinguished author of books on psychology, ethics, and politics, John Dewey specialized in the philosophy of education. In this landmark work on public education, Dewey discusses methods of providing quality public education in a democratic society. First published close to 90 years ago, Democracy and Education sounded the call for a revolution in education, stressing growth, experience, and activity as factors that promote a democratic character in students and lead to the advancement of self and society. Unabridged reproduction of (...) the classic 1916 edition. (shrink)

This is a book about how we see: the environment around us (its surfaces, their layout, and their colors and textures); where we are in the environment; whether or not we are moving and, if we are, where we are going; what things are good for; how to do things (to thread a needle or drive an automobile); or why things look as they do.The basic assumption is that vision depends on the eye which is connected to the brain. The (...) author suggests that natural vision depends on the eyes in the head on a body supported by the ground, the brain being only the central organ of a complete visual system. When no constraints are put on the visual system, people look around, walk up to something interesting and move around it so as to see it from all sides, and go from one vista to another. That is natural vision—and what this book is about. (shrink)

Synechism, as a metaphysical theory, is the view that the universe exists as a continuous whole of all of its parts, with no part being fully separate, determined or determinate, and continues to increase in complexity and connectedness through semiosis and the operation of an irreducible and ubiquitous power of relational generality to mediate and unify substrates. As a research program, synechism is a scientific maxim to seek continuities where discontinuities are thought to be permanent and to seek semiotic relations (...) where only dyadic relations are thought to exist. Synechism and pragmatism mutually support each other: synechism provides a theoretical rationale for pragmatism, while use of the pragmatic maxim to identify conceivable consequences of experimental activity enriches the content of the theory by revealing and creating relationships. (shrink)

While Saint Augustine has been a household name for centuries, the same cannot be said of long-overlooked philosopher John Poinsot. But in _Augustine and Poinsot_, John Deely contends that the history of semiotics cannot be conceived of without Poinsot’s landmark contribution. According to Deely, even though Augustine was the first to describe _what_ the sign does, Poinsot was the first to show _how_ the sign mediates between nature and culture. This revolutionary volume demonstrates how Poinsot’s account of semiotics allows us (...) to produce human knowledge and experience. (shrink)

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)

Based on John Dewey's lectures on esthetics, delivered as the first William James Lecturer at Harvard in 1932, Art as Experience has grown to be considered internationally as the most distinguished work ever written by an American on the formal structure and characteristic effects of all the arts: architecture, sculpture, painting, music, and literature.

_Edusemiotics_ addresses an emerging field of inquiry, educational semiotics, as a philosophy of and for education. Using "sign" as a unit of analysis, educational semiotics amalgamates philosophy, educational theory and semiotics. Edusemiotics draws on the intellectual legacy of such philosophers as John Dewey, Charles Sanders Peirce, Gilles Deleuze and others across Anglo-American and continental traditions. This volume investigates the specifics of semiotic knowledge structures and processes, exploring current dilemmas and debates regarding self-identity, learning, transformative and lifelong education, leadership and policy-making, (...) and interrogating an important premise that still haunts contemporary educational philosophy: Cartesian dualism. In defiance of substance dualism and the fragmentation of knowledge that still inform education, the book offers a unifying paradigm for education as edusemiotics and emphasises ethical education in compliance with the semiotic unity between knowledge and action. Chapters contain accessible discussions in the context of educational philosophy and theory, crossing the borders between logic, art, and science together with a provocative theoretical critique. Recently awarded a PESA book award for its contribution to the philosophy of education, _Edusemiotics_ will appeal to an academic readership in education, philosophy and cultural studies, while also being an inspiring resource for students. (shrink)

"Eco wittily and enchantingly develops themes often touched on in his previous works, but he delves deeper into their complex nature... this collection can be read with pleasure by those unversed in semiotic theory." —Times Literary Supplement.

"... serious scholars of Vico as well as glottogeneticists will find much of value in this excellent monograph." -- New Vico Studies "... a provocative, well-researched argument which might find reapplication in the fields of anthropology, semiotics, archeology, psychology or even philosophy." -- Theological Book Review Danesi returns to the work of the 18th-century Italian philosopher Giambattista Vico to create a persuasive, original account of the evolution and development of language, one of the deep mysteries of human existence. The Vichian (...) reconstruction of the origin of language is described at length, then evaluated in light of contemporary research in the cognitive, social, and biological sciences. (shrink)

This book redraws the intellectual map and sets the agenda in philosophy for the next fifty or so years. By making the theory of signs the dominant theme in Four Ages of Understanding, John Deely has produced a history of philosophy that is innovative, original, and complete. The first full-scale demonstration of the centrality of the theory of signs to the history of philosophy, Four Ages of Understanding provides a new vantage point from which to review and reinterpret the development (...) of intellectual culture at the threshold of "globalization". Deely examines the whole movement of past developments in the history of philosophy in relation to the emergence of contemporary semiotics as the defining moment of Postmodernism. Beginning traditionally with the Pre-Socratic thinkers of early Greece, Deely gives an account of the development of the notion of signs and of the general philosophical problems and themes which give that notion a context through four ages: Ancient philosophy, covering initial Greek thought; the Latin age, philosophy in European civilization from Augustine in the 4th century to Poinsot in the 17th; the Modern period, beginning with Descartes and Locke; and the Postmodern period, beginning with Charles Sanders Peirce and continuing to the present. Reading the complete history of philosophy in light of the theory of the sign allows Deely to address the work of thinkers never before included in a general history, and in particular to overcome the gap between Ockham and Descartes which has characterized the standard treatments heretofore. One of the essential features of the book is the way in which it shows how the theme of signs opens a perspective for seeing the Latin Age from its beginning with Augustine to the work of Poinsot as an indigenous development and organic unity under which all the standard themes of ontology and epistemology find a new resolution and place. A magisterial general history of philosophy, Deely's book provides both a strong background to semiotics and a theoretical unity between philosophy's history and its immediate future. With Four Ages of Understanding Deely sets a new agenda for philosophy as a discipline entering the 21st century. (shrink)

Biogenetic structural theory takes an entrainment view of the nature of consciousness. Human consciousness is a function of the brain and is mediated by networks of living neural cells that develop from initial, neurognostic models of self and world. Models interact or "entrain" as a constantly changing field of experience. The entire population of neural models that may potentially entrain within the field of consciousness is called the "cognized environment.” The organization of the network of cells (the "conscious network") mediating (...) consciousness operates according to a circadian cycle. Recurrent phases of consciousness are cognized and labelled. Transformations between phases of consciousness are often ritually controlled by society in order to control experiences that are in turn interpreted in terms of the society's cosmology. Recent developments in the biogenetic structural study of consciousness are summarized, including studies of transpersonal experiences, the development of consciousness in early life, and the advantages of neurophenomenology. (shrink)

The field of semiotics is described as a general study of knowing. Knowing in a broad sense as a process that assumes (and includes) at least memory (together with heredity), anticipation, communication, meaningful information, and needs, is a distinctive feature of living systems. Sciences are distinguished accordingly into 'phi-sciences' (that use physicalist methodology) and 'sigma-sciences' (that use semiotic methodology). Jesper Hoffmeyer’s book Biosemiotics is viewed as an inquiry into the sigma-scientific approach to living systems.

Although this paper is a written version of an inaugural lecture given at the University of Sheffield in December 1995, its central thesis is that, in a postmodern age, the practice of professors of education giving inaugural lectures is incoherent. To advance this thesis in an inaugural lecture entails an obvious contradiction which, it is proposed, can only be resolved by examining the historical origins of the inaugural lecture in the early medieval university. What emerges from this examination is not (...) only that there is a pre-modern version of the inaugural lecture but that the virtue-based understanding of education which it presupposed can be revised and advanced in the postmodern world. (shrink)

Semiotics and education -- Charles S. Peirce's list of categories and taxonomy of signs -- Semiotics as pragmatic logic -- Education in Peirce's divisions of science -- Suprasubjective being and suprasubjective learning -- From icon to argument -- Diagrammatic reasoning and learning -- Agapic learning -- The Peircean theory of learning and phenomenology -- Possible objections.

"Sheriff’s text moves the "guess" to a new level of understanding, while integrating much of Peirce’s philosophy, and provokes many questions." —Society for the Advancement of American Philosophy Newletter "The purpose of Sheriff’s work is to expound Peirce’s unified theory of the universe—from cosmology to semiotic—and to discuss its ramifications for how we should live. He concludes that Peirce has given us a theory we can live with. The book makes an important contribution to philosophy of life and to the (...) humanities in general."—Nathan Houser "In clear and concise prose, Sheriff describes Peirce’s ‘theory of everything,’ a vision of cosmic and human meaning that offers a positive alternative to popular pessimistic and relativistic approaches to life and meaning." —Peirce Project Newsletter. (shrink)

Although we all learn differently, we all need to be able to engage certain fundamental reasoning skills if we are to manoeuvre successfully through life—however we define success. Peirce's philosophy provides us with a framework for helping students develop and hone the ability for making deliberate and well‐considered choices. For, embedded within Peirce's complete body of work is a design for thinking that provides a sturdy foundation for the development of three important learning capabilities. These capabilities are 1) the ability (...) to identify, compare, and contrast qualities, 2) the ability to perform analyses, and 3) the ability to interpret the meaning of signs. Although these capabilities may seem like the sort of skills that only older and academically inclined students can master, even young children and the intellectually challenged can learn to use them as well. Once teachers learn to develop their own intellectual potential by expanding these capabilities within themselves, they will be able to begin bringing about the development of these capabilities in their students. Once identified, developed, and applied to the mastery of educational skills and subject matter, these three fundamental learning capabilities , can form the foundation of a common‐sense approach to educational reform. Peirce asserts that good reasoning must be informed by ethical considerations, which in turn has been informed by the highest of aesthetic impulses. From this, we can extrapolate the importance that an educational model based upon Peirce's philosophy must place upon aesthetic and ethical considerations, as well as logical ones. Once fully understood, the philosophy of education embedded within Peirce's epistemology can revolutionize educational practices at all levels of learning. (shrink)

Journal Name: Semiotica Issue: Ahead of print.

Realism for the 21st Century is a collection of thirty essays from John Deely—a major figure in contemporary semiotics and an authority on scholastic realism and the works of Charles Sanders Peirce. The volume tracks Deely's development as a pragmatic realist, featuring his early essays on our relation to the world after Darwinism; crucial articles on logic, semiotics, and objectivity; overviews of philosophy after modernity; and a new essay on “purely objective reality.”.

The author suggests that educational philosophy should benefit from addressing questions traditionally asked within discourse in the philosophy of mind, namely: the relation between the mind and world and the problems of intentionality , meaning, and representation. Peirce's semiotics and his category of creative abduction provide a novel conceptual framework for exploring these questions. A model of reasoning and learning, based on Peirce's triadic logic of relations, is analysed. This model, it is argued, is fruitful for overcoming the paradox of (...) new knowledge that was first debated by Socrates in his dialogue with Meno. (shrink)

Essays discuss poetry, communication, television, form, aesthetics, bad taste, and art.

A collection of essays discusses such topics as the nature of perception, the semiotic links between cognition and language, and iconism, with imaginative fables featuring animal heroes to illustrate the main points.

The claim of this paper is that Peirce's conception of the iconic sign provides the key conceptual element required to solve the major problem traditionally associated with the doctrine of representative perception, according to which all perceptual awareness of things is mediated through representations or "ideas" of them. The problem this has generated in the philosophical tradition is based on construing the representation not merely as..

Journal Name: Semiotica Issue: Ahead of print.

The later works of Charles Sanders Peirce (1839–1913) offer an extended metaphor of mind and a rich conception of the dynamics of knowledge and learning. After a ‘rhetorical turn’ Peirce develops his early ‘semiotics’ into a more general theory of sign and sign use, while integrating his pragmatism, phenomenology, and semiotics. Therefore, in this article I bring Peirce's notion of semiosis—the sign's action—to the forefront. In doing so, I hope to disclose how Peirce's rhetorical turn not only opens up towards (...) a richer conception of the dynamics of knowledge and learning, but also invites a shift of perspective from the psychological processes of learning to the semeiotic processes that characterizes the very dynamics of knowledge production. (shrink)