Skip to main content
Log in

Scaffolding Development and the Human Condition

  • Original Paper
  • Published:
Biosemiotics Aims and scope Submit manuscript

Abstract

This paper addresses the concept of semiotic scaffolding by considering it in light of questions arising from the contemporary challenge to the humanities. This challenge comes from a mixture of scientistic demands, opportunism on the part of Western governments in thrall to neo-liberalism, along with crass economic utilitarianism. In this paper we attempt to outline what a theory of semiotic scaffolding may offer to an understanding of the humanities’ contemporary role, as well as what the humanities might offer to the elucidation of semiotic scaffolding. We argue that traditional humanist positions adopted in defence of the humanities fail to articulate the enhancement of humanity that semiotic scaffolding represents. At the same time, we note that the concept of scaffolding is sometimes in danger of taking on a functionalist perspective which understanding the humanities modus operandi is likely to dispel. Putting forward these arguments, we draw on the work of Peirce, Cassirer and Sebeok in elucidating the structural and ‘future-orientated’ benefits of the scaffolding process as it suffuses the humanities.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Similar content being viewed by others

Notes

  1. In an important book, Lassègue (2015) charts how the notion of “symbolic form” in Cassirer emerged out of two often-overlooked sources. One is Felix Klein’s systematic generalization of geometry by means of group theory, after the grand challenge to mathematics posed by the appearance of non-Euclidean geometries in the mid-nineteenth century. His famous Erlangen program envisaged a general system of all possible geometries, defined by the related sets of invariances and transformations characterizing each of them - thereby opening also for the further development of future geometries for special purposes. Cassirer was deeply impressed by this result and took it as a model for Symbolic Forms more generally: the idea that, e.g. artistic expressions or languages might also be articulated as an open system where each single language could be characterized by its set of invariances and transformations. The second source was Einstein’s relativity theory - to which Cassirer dedicated a (1920) book immediately before embarking on the grand symbolic forms project, seeing, in effect this project, generalizing Kant, as an equivalence in philosophy to Einstein’s generalization of Newton.

References

  • Andrews, K. R. (1994). Liberal education for competence and responsibility. In T. J. Donaldson & E. R. Freeman (Eds.), Business as a humanity. New York: Oxford University Press.

    Google Scholar 

  • Bate, J. (2011). Introduction. In Bate (Ed.), The public value of the humanities. London: Bloomsbury.

    Google Scholar 

  • Bruner, J. S. (1957). Going beyond the information given. New York: Norton.

    Google Scholar 

  • Bruner, J. S. (1960). The process of education. Cambridge: Harvard University Press.

    Google Scholar 

  • Bruner, J. S. (1966). Toward a theory of instruction. Cambridge: Belknap.

    Google Scholar 

  • Cassirer, E. (1961). The logic of the humanities. New Haven: Yale University Press.

    Google Scholar 

  • Clark, A. (1997). Being there: putting brain, body and world together. Cambridge, MA: MIT Press.

  • Clark, A. (2008). Supersizing the mind: Embodiment, action, and cognitive extension. Oxford: Oxford University Press.

    Book  Google Scholar 

  • Clark, A., & Chalmers, D. (1998). The extended mind. Analysis, 58(1), 7–19.

  • Cobley, P. (2014a). What the humanities are for – a semiotic perspective. The American Journal of Semiotics, 30(3–4), 205–228.

  • Cobley, P. (2014b) Enhancing survival by not enhancing survival: Sebeok’s semiotics and the ultimate paradox of modelling. The American Journal of Semiotics, 30(3–4), 191–204.

  • Collini, S. (2012). What are universities for? Harmondsworth: Penguin.

    Google Scholar 

  • De George, R. T. (1994). Business as a humanity: A contradiction in terms? In T. J. Donaldson & E. R. Freeman (Eds.), Business as a humanity. New York: Oxford University Press.

    Google Scholar 

  • Donald, M. (1991). Origins of the modern mind. Boston: Harvard University Press.

    Google Scholar 

  • Eriksen, J.-M., & Stjernfelt, F. (2012). The democratic contradictions of multiculturalism. New York: Telos Press.

    Google Scholar 

  • Fish, SE. (2008). Will the humanities save us? New York Times, 6 January.

  • Freeman, E. R. (1994). Epilogue. In T. J. Donaldson & E. R. Freeman (Eds.), Business as a humanity. New York: Oxford University Press.

    Google Scholar 

  • Ghoshal, S. (2005). Bad management theories are destroying good management practice. Academy of Management Learning and Education, 4(1), 75–91.

    Article  Google Scholar 

  • Greenspan, S. I., & Shanker, S. G. (2004). The first idea: how symbols, language and intelligence evolved from our primate ancestors to modern humans. Cambridge, MA: Da Capo.

  • Hoffmeyer, J. (2007). Semiotic scaffolding of living systems. In A. Barbieri (Ed.), Introduction to biosemiotics (pp. 149–166). Berlin: Springer.

    Chapter  Google Scholar 

  • Jacob, F. (1988). The statue within: An autobiography, trans. Franklin Philip. Cold Spring Harbor: Cold Spring Harbor Laboratory Press.

    Google Scholar 

  • Kagan, J. (2009). The three cultures: Natural sciences, social sciences and the humanities in the 21st century. Cambridge: Cambridge University Press.

    Book  Google Scholar 

  • Kelly, M. (2011). Language matters 2. Modern languages. In J. Bate (Ed.), The public value of the humanities. London: Bloomsbury.

    Google Scholar 

  • Lassègue, J. (2015). Ernst Cassirer, du transcendantal au sémiotique

  • Logan, R. K. (2013). McLuhan and the Extended Mind Thesis (EMT). Avant, 4(2), 45–56.

    Google Scholar 

  • McDonald, R. (2011). The value of art and the art of evaluation. In J. Bate (Ed.), The public value of the humanities. London: Bloomsbury.

    Google Scholar 

  • Nussbaum, M. C. (2010). Not for profit: Why democracy needs the humanities. Princeton: Princeton University Press.

    Google Scholar 

  • O’Gorman, F. (2011). Making meaning: Literary research in the twenty-first century. In J. Bate (Ed.), The public value of the humanities. London: Bloomsbury.

    Google Scholar 

  • Peirce, C.S. (1931-58). Collected papers, vols. I-VIII. (Eds.), C. Hartshorne and P. Weiss: Harvard University Press.

  • Sebeok, T. A. (1979). Pefigurements of art. Semiotica, 27(1–3), 3–74.

    Google Scholar 

  • Stjernfelt, F. (2007). Diagrammatology. An investigation on the borderlines of phenomenology, ontology, and semiotics. Dordrecht etc: Springer Verlag.

    Google Scholar 

  • Stjernfelt, F. (2014). Natural propositions. The actuality of Peirce’s doctrine of dicisigns. Boston: Docent Press.

    Google Scholar 

  • Tomasello, M., Carpenter, M., Call, J., Behne, T., & Moll, H. (2005). Understanding and sharing intentions: the origins of cultural cognition. Behavioral and Brain Sciences, 28, 675–691.

    PubMed  Google Scholar 

  • Tuchman, G. (2009). Wannabe U: Inside the corporate university. Chicago and London: Chicago University Press.

    Book  Google Scholar 

  • Watt, G. (2011). Hard cases, hard times and the humanity of law. In J. Bate (Ed.), The public value of the humanities. London: Bloomsbury.

    Google Scholar 

  • Weber, B. H., & Depew, D. J. (Eds.). (2003). Evolution and learning: The Baldwin effect reconsidered. Cambridge, MA. and London: MIT Press.

    Google Scholar 

  • Winston, B. (1998). Media technology and society – A history: From the telegraph to the internet. London: Routledge.

    Google Scholar 

  • Wood, D. J., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychiatry and Psychology, 17(2), 89–100.

    Article  CAS  Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Paul Cobley.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Cobley, P., Stjernfelt, F. Scaffolding Development and the Human Condition. Biosemiotics 8, 291–304 (2015). https://doi.org/10.1007/s12304-015-9238-z

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s12304-015-9238-z

Keywords

Navigation