Modeling intersemiotic translation: Notes towards a Peircean Account

[Abstract] The phenomenon of intersemiotic translation represents a special creative domain of language procedures because involves a radical change in habits interpretation and new forms of sign manipulation. The phenomenon was firstly defined by Roman Jakobson as transmutation of signs – «an interpretation of verbal signs by means of signs of non verbal sign systems». Despite its theoretic relevance, and in spite of the frequency in which it is practiced, the phenomenon remains virtually unexplored in general explanatory levels (conceptual modeling), as well as from the point of view of the logic of the semiotic processes involved in it. Here we propose an approach based on Charles S. Peirce’s pragmatic philosophy of sign and Stanley Salthe’s hierarchical structuralism, and suggest a preliminary division in classes and modalities of translations with examples involving literature and contemporary dance. We defend a perspective according to which translations involve iconic relationships (analogical mappings) between multi-structured semiotic systems. Short Description: Our aim is to propose a conceptual model of intersemiotic translation based on C.S.Peirce’s pragmatic philosophy and S.Salthe’s hierarquical structuralism

The Paradigm of Peircean Biosemiotics

The failure of modern science to create a common scientific framework for nature and consciousness makes it necessary to look for broader foundations in a new philosophy. Although controversial for modern science, the Peircean semiotic, evolutionary, pragmatic and triadic philosophy has been the only modern conceptual framework that can support that transdisciplinary change in our view of knowing that bridges the two cultures and transgresses Cartesian dualism. It therefore seems ideal to build on it for modern biosemiotics and can, in combination with Luhmann’s theory of communication, encompass modern information theory, complexity science and thermodynamics. It allows focus on the connection between the concept of codes and signs in living systems, and makes it possible to re-conceptualize both internal and external processes of the human body, mind and communication in models that fit into one framework

Tartu Ülikooli toimetised. Tööd semiootika alalt. 1964-1992. 0259-4668

http://www.ester.ee/record=b1331700*es

Educating Semiosis: Exploring ecological meaning through pedagogy

This thesis consists of six essays – framed by introduction and conclusion chapters – that develop possibilities for philosophy of education and pedagogy from the lens of bio-semiotics and edu-semiotics (biological and educational semiotics). These transdisciplinary inquiries have found commonality in the concept of learning-as-semiosis, or meaning-making across nature/culture bifurcations. Here, quite distinct branches of research intersect with the American scientist-philosopher Charles Sanders Peirce’s (1839 - 1914) pragmatic semiotics. I argue in these essays that the research pathway suggested by the convergence of edu- and bio-semiotics, reveals possibilities for developing a (non-reductive) theory of learning (and pedagogy generally) that puts meaning-making processes in a central light. A fully semiotic theory of learning implores us to take an ecological and biological view of educational processes. These processes explore the complementarity of organism-environment relations and the relationship between learning and biological adaptation. They also unravel new implications for education through the basic recognition that meaning is implicitly ecological. Understanding semiotic philosophy as an educational foundation allows us to take a broader and less dichotomized view of educational dynamics, such as: learning and teaching, curriculum design, arts and music education, inter/trans-disciplinary education, literacy (including environmental and digital literacy), as well as exploring the relationships and continuities between indigenous/place-based and formal pedagogical processes and practices. From this meaning-based and ecological perspective, what is important in the educational encounter is not psychologic explanations of learning stages, predetermined competencies, or top-down implemented learning-outcomes, but rather meaning and significance and how this changes through time-space and with others (not only human others) in a dynamic and changing environment. As addressed more directly in the conclusion chapter, these essays unravel the implications of this emerging approach to the philosophy of education, pedagogy and learning theory, specifically by providing conceptual/philosophical possibilities for integrating arts education, science education, and indigenous place-based knowledge into holistic educational approaches and programs

Tartu Ülikooli toimetised. Tööd semiootika alalt. 1964-1992. 0259-4668

http://www.ester.ee/record=b1331700*es

A theory of reference for product design: the semantics of product ideation

The present research focuses on the way designers make sense of things while developing their design concepts. The idea was to investigate whether the use of an appropriate segmentation of the meaningful aspects comprising products could help designers to work more consciously and more effectively in their exploration of ideas for design concepts. To this aim a methodology based on the inclusion of different forms of knowledge to understand design situations (Cross, 2002) and design themes (Margolin, 2005) was developed, with semiotics as its modelling paradigm and cognitive psychology as its experimental counterpart. Such an inclusive methodology allowed: (1) the identification of key issues and notions about concept formation (in general and within design), (2) a quite comprehensive review of the contributions of semiotic and non-semiotic theories to the understanding of meaning in products, (3) the formulation of a theoretical model about the meaningful aspects of products, and (4) the development of an experimental method to test the feasibility of this model. The last three points aforementioned are indeed the contributions of the present research to knowledge. This dissertation is organised in five chapters. The first chapter introduces the reader to the subject of this research, the relevance of researching about this subject in design and the methodological aspects involved. The second chapter presents the literature review of design concepts and the theoretical positions about the construction of meaning in products. The third chapter outlines the theoretical notions and considerations that are needed to formulate a theory of concept ideation as a preamble to chapter four, in which the theoretical model is developed. This model is mainly inspired by the work of Roman Jakobson, and it suggests the existence of six meaningful dimensions for the ideation of design concepts. The last chapter presents the results and discussion of eight experimental carried out with 20 industrial design students and three studies developed to test the practical feasibility of the theoretical model formulated as part of this research. The conclusions show that the proposed division of meaning for concept ideation into six dimensions is quite feasible

WHAT IS INFORMATION SUCH THAT THERE CAN BE INFORMATION SYSTEMS?

Information systems, as a discipline, is concerned with the generation, storage and transmission of information, generally by technological means. As such, it would seem to be fundamental that it has a clear and agreed conceptualization of its core subject matter – namely “information”. Yet, we would claim, this is clearly not the case. As McKinney and Yoos point out, in a recent survey of the term information within information systems: “This is the IS predicament – using information as a ubiquitous label whose meaning is almost never specified. Virtually all the extant IS literature fails to explicitly specify meaning for the very label that identifies it.” We live in an information age and the vast majority of information (whatever it may be) is made available through a wide range of computer systems and one would expect therefore that information systems would in fact be one of the leading disciplines of the times rather than one that appears to hide itself in the shadows. Governments nowadays routinely utilize many academic experts to advise them in a whole range of areas but how many IS professors ever get asked? So, the primary purpose of this paper is to stimulate a debate within IS to discuss, and try to establish, a secure foundation for the discipline in terms of its fundamental concept – information. The structure of the paper is that we will firstly review the theories of information used (generally implicitly) within IS. Then we will widen the picture to consider the range of theories available more broadly within other disciplines. We will then suggest a particular approach that we consider most fruitful and discuss some of the major contentious issues. We will illustrate the theories with examples from IS

Subject and Aesthetic Interface - an inquiry into transformed subjectivities

The present PhD-thesis seeks new definitions of human subjectivity in an age of technoscience and a networked, globalized, Information Society. The perspective presented relates to Philosophy of Science, which includes the Human, the Natural, the Social and the Life Sciences. The project is directed at addressing, and aims to participate in, the further development of Philosophy of Science, or rather, the philosophy of knowing, which leaves a perspective broader than that of science. Methodologically, I combine readings of technoetic artworks, which I approach from a hermeneutical-semiotic perspective, with transdisciplinary research into existing theory concerning the human subject. These readings form my case studies. I keep a particular focus on holistic biophysics (Mae Wan Ho, James Oschman, Marko Bischof). Furthermore, Søren Brier's cybersemiotic theory of communication, cognition and consciousness, which combines a cybernetic-autopoietic and a Peircean semiotic perspective, plays a central role in the project. The project has three parts. Part one contextualizes the study within philosophy of science. It discusses relevant epistemologies, and places the case studies in an art categorical context. It further discusses the philosophical problems involved in writing an academic thesis in the form of a linear, argumentative, critical style, and how it affects the process of meaning making in a way that has consequences to my research. The second part consists of four case studies, each under an overall theme, which applies to the question of human subjectivity. Here I build the concept Extended Sentience, and the concept of an Ideal User. The Ideal User functions as a conceptual frame, which allows me to gradually add more elements to a theory of an altered human subject and knower. The third part presents new ontologies under three basic themes: Time and Relativity, The Life Cycles of Metaphors, and Logos Philosophy and Virtual Grids. These ontologies strongly affect ways of interpretation made in part one and two. Part Three allows more space to my subjective thought processes, which will take precedence over the literature applied. Thus, I, as a post-objective subject observer, will become more transparent. Finally, I will seek an overall conclusion to the project, which should clarify areas where it is evident that the human subject must be reconsidered at a pre-scientific level. It is my thesis that the foundation for human knowledge generation is changing drastically today, and that it has become crucial to reconsider a common understanding of what constitutes the human knower