The main approaches to semiotic inquiry today contradict the idea of the individual as a separate and self-sufficient entity. The body of an organism in the micro- and macrocosm is not an isolated biological entity, it does not belong to the individual, it is not a separate and self-sufficient sphere in itself. The body is an organism that lives in relation to other bodies, it is intercorporeal and interdependent. This concept of the body finds confirmation in cultural practices and worldviews (...) based on intercorporeity, interdependency, exposition and opening, though nowadays such practices are almost extinct. An approach to semiotics that is global and at once capable of surpassing the illusory idea of definitive and ultimate boundaries to identity presupposes dialogue and otherness. Otherness obliges identity to question the tendency to totalizing closure and to reorganize itself always anew in a process related to ‘infinity’, as Emmanuel Levinas teaches us, or to ‘infinite semiosis’, to say it with Charles Sanders Peirce. Another topic of this paper is the interrelation in anthroposemiosis between man and machine and the implications involved for the future of humanity. Our overall purpose is to develop global semiotics in the direction of “semioethics”, as proposed by S.Petrilli and A. Ponzio and their ongoing research. (shrink)

The main approaches to semiotic inquiry today contradict the idea of the individual as a separate and self-sufficient entity. The body of an organism in the micro- and macrocosm is not an isolated biological entity, it does not belong to the individual, it is not a separate and self-sufficient sphere in itself. The body is an organism that lives in relation to other bodies, it is intercorporeal and interdependent. This concept of the body finds confirmation in cultural practices and worldviews (...) based on intercorporeity, interdependency, exposition and opening, though nowadays such practices are almost extinct. An approach to semiotics that is global and at once capable of surpassing the illusory idea of definitive and ultimate boundaries to identity presupposes dialogue and otherness. Otherness obliges identity to question the tendency to totalizing closure and to reorganize itself always anew in a process related to ‘infinity’, as Emmanuel Levinas teaches us, or to ‘infinite semiosis’, to say it with Charles Sanders Peirce. Another topic of this paper is the interrelation in anthroposemiosis between man and machine and the implications involved for the future of humanity. Our overall purpose is to develop global semiotics in the direction of “semioethics”, as proposed by S.Petrilli and A. Ponzio and their ongoing research. (shrink)

The contribution that may come from the general science of signs, semiotics, to the planning and development of education and learning at all levels, from early schooling through to university education and learning should not be neglected. As Umberto Eco claims in the “Introduction” to the Italian edition of his book Semiotica and Philosophy of Language (1984: xii, my trans.), “[general semiotics] is philosophical in nature, because it does not study a particular system, but posits the general categories in light (...) of which different systems can be compared. And for general semiotics philosophical discourse is neither advisable nor urgent: it is simply constitutive.” To the title of their book Semiotic Theory of Learning, at the centre of our attention in the present text, Andrew Stables, Winfried Nöth, Alin Olteanu, Sébastien Pesce, and Eetu Pikkarainen, rightly add the subtitle New Perspectives in the Philosophy of Education. This multivoiced contribution to research in learning and education in a semiotic framework has a unifying reference in the semiotics of Charles S. Peirce, but without disregarding an array of other distinguished exponents of the teaching and education sciences from different disciplines, semioticians and philosophers alike. This book, a polyphonic effort, with its appeal to “act otherwise,” and to do so investing in learning and education, no doubt makes a significant contribution in such a direction: education for transformation, for humanizing social change. Beyond evidencing what to us are particularly interesting aspects of the topics under discussion in Semiotic Theory of Learning, we also propose to continue and amplify this multivoiced dialogue. While highlighting still other aspects and contributions made by the same semioticians and philosophers presented by the authors of this book, involving such figures as Charles Peirce, Charles Morris, Thomas Sebeok, John Deely, etc., we have further introduced other voices made to resound throughout, whether directly or indirectly, like that of Victoria Welby, Mikhail Bakhtin, Emmanuel Levinas, Adam Schaff, Ferruccio Rossi-Landi, Marcel Danesi, Augusto Ponzio, and Genevieve Vaughan. (shrink)

This paper focuses on the semiotic foundations of sociolinguistics. Starting from the definition of “sociolinguistics” given by the philosopher Adam Schaff, the paper examines in particular the notion of “critical sociolinguistics” as theorized by the Italian semiotician Ferruccio Rossi-Landi. The basis of the social dimension of language are to be found in what Rossi-Landi calls “social reproduction” which regards both verbal and non-verbal signs. Saussure’s notionof langue can be considered in this way, with reference not only to his Course of (...) General Linguistics, but also to his Harvard Manuscripts.The paper goes on trying also to understand Roland Barthes’s provocative definition of semiology as a part of linguistics (and not vice-versa) as well asdeveloping the notion of communication-production in this perspective. Some articles of Roman Jakobson of the sixties allow us to reflect in a manner which wenow call “socio-semiotic” on the processes of transformation of the “organic” signs into signs of a new type, which articulate the relationship between organicand instrumental. In this sense, socio-linguistics is intended as being sociosemiotics, without prejudice to the fact that the reference area must be human,since semiotics also has the prerogative of referring to the world of non-human vital signs.Socio-linguistics as socio-semiotics assumes the role of a “frontier” science, in the dual sense that it is not only on the border between science of language andthe anthropological and social sciences, but also that it can be constructed in a movement of continual “crossing frontiers” and of “contamination” betweenlanguages and disciplinary environments. (shrink)