Kalevi Kull

The topics discussed in the interview cover the development and activities of the Konrad Lorenz Institute for Evolution and Cognition Research as one of the most important theoretical biology centers in the world, the reasons for its inspiring atmosphere, as well as the development of the interests and research work of its longtime president Gerd B. Müller. An important part of this is the work on a revised theoretical framework of evolution, the Extended Evolutionary Synthesis. We also talk about the place of biosemiotics in biology and about the situation and future perspectives of theoretical biology in general. With this interview we celebrate Gerd Müller’s 70th birthday.

We examine the possibility of shifting the concept of choice to the centre of the semiotic theory of learning. Thus, we define sign process (meaning-making) through the concept of choice: semiosis is the process of making choices between simultaneously provided options. We define semiotic learning as leaving traces by choices, while these traces influence further choices. We term such traces of choices memory. Further modification of these traces (constraints) will be called habituation. Organic needs are homeostatic mechanisms coupled with choice-making. Needs and habits result in motivatedness. Semiosis as choice-making can be seen as a complementary description of the Peircean triadic model of semiosis; however, this can fit also the models of meaning-making worked out in other shools of semiotics. We also provide a sketch for a joint typology of semiosis and learning.

Animals are treated in philosophy dominantly as opposed to humans, without revealing their independent semiotic richness. This is a direct consequence of the common way of defining the uniqueness of humans. We analyze the concept of ‘semiotic animal’, proposed by John Deely as a definition of human specificity, according to which humans are semiotic (capable of understanding signs as signs), unlike other species, who are semiosic (capable of sign use). We compare and contrast this distinction to the more standard ways of drawing the distinction between humans and animals.

Juri Lotman wrote, in Russian, a book Непредсказуемые механизмы культуры — the unpredictable mechanisms of culture. Its English translator, Brian Baer, preferred to translate the title as The Unpredictable Workings of Culture . He had a reason for this — many scholars tend to refuse the term ‘mechanism’ for the phenomena of meaning-making. However, there exist quite clear cultural differences in this opinion. For instance in Russian, ‘mechanisms’ are understood so broadly that there is no question to use the term for purely mental creations; the case is similar in German, in Estonian, and in several other languages. It seems that the applicability of this term to culture is correlated with the usage of the term ‘science’. In Russian, in German, and in Estonian, the humanities are sciences , while the English-language tradition tends to separate the humanities from the sciences. However, the latter h ..

The aim of this study is to demonstrate the mutual relationship between the classes of signs, mechanisms of learning, and types of umwelten. This framework is necessary in order to describe the animal ways of meaning-making in the context of various forms of semiosis. We state that semiosis only occurs in the internal present. An account of the linkage of vegetative, animal, social, and cultural umwelten with corresponding classes of signs and mechanisms of learning is provided. We also formulate two rules of semiotic development that characterise the ontogeny of the umwelt.

Asking, whether plants have semiosis, the article gives a review of the works on phytosemiotics, referring to the tradition in botany that has seen plants as non-mechanic systems. This approach can use the concept of biological need as the primary holistic process in living systems. Demonstrating the similarity between the need and semiosis, it is concluded that sign is a meronomic entity. A distinction between five levels of sign systems is proposed: cellular, vegetative, animal, linguistic, and cultural. Vegetative sign systems are those which are responsible for the morphogenesis and differentiation within an organism, thus belonging to all multicellular organisms.

If all knowing comes from semiosis, more concepts should be added to the semiotic toolbox. However, semiotic concepts must be defined via other semiotic concepts. We observe an opportunity to advance the state-of-the-art in semiotics by defining concepts of cognitive processes and phenomena via semiotic terms. In particular, we focus on concepts of relevance for theory of knowledge, such as learning, knowing, affordance, scaffolding, resources, competence, memory, and a few others. For these, we provide preliminary definitions from a semiotic perspective, which also explicates their interrelatedness. Redefining these terms this way helps to avoid both physicalism and psychologism, showcasing the epistemological dimensions of environmental situatedness through the semiotic understanding of organisms’ fittedness with their environments. Following our review and presentation of each concept, we briefly discuss the significance of our embedded redefinitions in contributing to a semiotic theory of knowing that has relevance to both the humanities and the life sciences, while not forgetting their relevance to education and psychology, but also social semiotic and multimodality studies.