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Ramsey Affifi [12]Ramsey R. Affifi [1]
  1.  25
    Learning Plants: Semiosis Between the Parts and the Whole. [REVIEW]Ramsey Affifi - 2013 - Biosemiotics 6 (3):547-559.
    In this article, I explore plant semiosis with a focus on plant learning. I distinguish between the scales and levels of learning conceivable in phytosemiosis, and identify organism-scale learning as the distinguishing question for plant semiosis. Since organism-scale learning depends on organism-scale semiosis, I critically review the arguments regarding whole-plant functional cycles. I conclude that they have largely relied on Uexküllian biases that have prevented an adequate interpretation of modern plant neurobiology. Through an examination of trophic growth in plant roots, (...)
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  2.  7
    Introduction to Ecologizing Philosophy of Education.Ramsey Affifi, Sean Blenkinsop, Chloe Humphreys & Clarence W. Joldersma - 2017 - Studies in Philosophy and Education 36 (3):229-241.
  3.  13
    The Semiosis of “Side Effects” in Genetic Interventions.Ramsey Affifi - 2016 - Biosemiotics 9 (3):345-364.
    Genetic interventions, which include transgenic engineering, gene editing, and other forms of genome modification aimed at altering the information “in” the genetic code, are rapidly increasing in power and scale. Biosemiotics offers unique tools for understanding the nature, risks, scope, and prospects of such technologies, though few in the community have turned their attention specifically in this direction. Bruni is an important exception. In this paper, I examine how we frame the concept of “side effects” that result from genetic interventions (...)
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  4.  28
    Biological Pedagogy as Concern for Semiotic Growth.Ramsey Affifi - 2014 - Biosemiotics 7 (1):73-88.
    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 (...)
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  5.  5
    Erratum To: Shut-Up and Listen: Implications and Possibilities of Albert Memmi’s Characteristics of Colonization Upon the “Natural World”.Michael Danann Sitka-Sage, Laura Piersol, Ramsey Affifi & Sean Blenkinsop - 2017 - Studies in Philosophy and Education 36 (3):367-367.
  6.  4
    Shut-Up and Listen: Implications and Possibilities of Albert Memmi’s Characteristics of Colonization Upon the “Natural World”.Michael Danann Sitka-Sage, Laura Piersol, Ramsey Affifi & Sean Blenkinsop - 2017 - Studies in Philosophy and Education 36 (3):349-365.
    This paper begins by exploring the anti-colonial work of Tunisian scholar Albert Memmi in his classic book The Colonizer and the Colonized and determining whether the characteristics of colonization that he names can be successfully applied to the current relationship between modern humans and the “natural world”. After considering what we found to be the five key characteristics: manufacturing the colonial, alienation and unknowability, violence, psychological strategies, and language, history, and metaphor we draw clear parallels, through selected examples, to the (...)
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  7.  8
    The Educational Significance of Human and Non‐Human Animal Interactions: Blurring the Species Line.Ramsey Affifi - 2018 - Educational Theory 68 (2):243-250.
  8.  29
    Generativity in Biology.Ramsey Affifi - 2015 - Phenomenology and the Cognitive Sciences 14 (1):149-162.
    The behavior of an organism, according to Merleau-Ponty, lays out a milieu through which significant phenomena of varying degrees of optimality elicit adjustment. This leads to the dialectical co-emergence of milieu and aptitude that is both the product and the condition of life. What is present as a norm soliciting optimization is species-specific, but it also depends on the needs of the organism and its prior experience. Although a rich entry point into biological phenomenology, Merleau-Ponty’s work does not adequately describe (...)
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  9.  11
    The Metabolic Core of Environmental Education.Ramsey Affifi - 2017 - Studies in Philosophy and Education 36 (3):315-332.
    I consider the case of the “simplest” living beings—bacteria—and examine how their embodied activity constitutes an organism/environment interaction, out of which emerges the possibility of learning from an environment. I suggest that this mutual co-emergence of organism and environment implies a panbiotic educational interaction that is at once the condition for, and achievement of, all living beings. Learning and being learned from are entangled in varied ways throughout the biosphere. Education is not an exclusively human project, it is part of (...)
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  10.  8
    Genetic Engineering and Human Mental Ecology: Interlocking Effects and Educational Considerations.Ramsey Affifi - 2017 - Biosemiotics 10 (1):75-98.
    This paper describes some likely semiotic consequences of genetic engineering on what Gregory Bateson has called “the mental ecology” of future humans, consequences that are less often raised in discussions surrounding the safety of GMOs. The effects are as follows: an increased 1) habituation to the presence of GMOs in the environment, 2) normalization of empirically false assumptions grounding genetic reductionism, 3) acceptance that humans are capable and entitled to decide what constitutes an evolutionary improvement for a species, 4) perception (...)
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  11.  8
    Shut-Up and Listen: Implications and Possibilities of Albert Memmi’s Characteristics of Colonization Upon the “Natural World”.Sean Blenkinsop, Ramsey Affifi, Laura Piersol & Michael De Danann Sitka-Spruce - forthcoming - Studies in Philosophy and Education:1-17.
    This paper begins by exploring the anti-colonial work of Tunisian scholar Albert Memmi in his classic book The Colonizer and the Colonized and determining whether the characteristics of colonization that he names can be successfully applied to the current relationship between modern humans and the “natural world”. After considering what we found to be the five key characteristics: manufacturing the colonial, alienation and unknowability, violence, psychological strategies, and language, history, and metaphor we draw clear parallels, through selected examples, to the (...)
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  12.  7
    Deweyan Education and Democratic Ecologies.Ramsey R. Affifi - 2014 - Educational Studies: Journal of the American Educational Studies Association 50 (6):573-597.
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  13.  5
    Erratum To: Shut-Up and Listen: Implications and Possibilities of Albert Memmi’s Characteristics of Colonization Upon the “Natural World”.Sean Blenkinsop, Ramsey Affifi, Laura Piersol & Michael De Danann Sitka-Sage - 2017 - Studies in Philosophy and Education 36 (3):367-367.