Cary Campbell
Biographic Data
| ID | 3652628 |
|---|---|
| NAME | Cary Campbell |
| GIVEN NAMES | Cary |
| FAMILY NAME | Campbell |
| SIGNATURE | CAMPBELL C |
| AFFILIATIONS | Simon Fraser University |
| ORCID | 0000-0002-9060-3758 |
| VERIFIED | Yes |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 11 |
| AUTHOR COUNT | 19 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Toward Postdigital Heuristics
Studio Arts Education, Curriculum in Praxis
Illuminating Limits
Environmental education is being reconfigured in this era of runaway economic growth and social and environmental unravelling. The aim of this article is to articulate interconnected challenges confronting education in a time of polycrisis by articulating new conceptions of technology and technological progress, hopefully leading to a more refined critique of growth-based economics and technocratic solutionism. We begin by synthesising research r…
Navigating “Simplexity” in the Anthropocene
In this paper, we explore the challenges and possibilities of environmental teacher education in the unravelling of a metacrisis. Drawing from multiple perspectives from post-growth literature, environmental sciences, political ecology and philosophy of education, we argue for the need to navigate complex environmental issues through simple yet profound narratives, what we term simplexity . As environmental educators working in the Pacific Northw…
Dumb intelligence? Translation as technological mediation
We propose a semiotic approach to understanding and assessing language technologies. Specifically, by adopting a recent semiotic and broad concept of translation, developed by Kobus Marais, we bring semiotic theory into the service of philosophy of technology. Our perspective reveals that commonly assumed expectations about language generative technologies are mistaken and misleading when shaped through an ideal of engineering humanlike interlocu…
Postdigital Literacies in Everyday Life and Pedagogic Practices
In this article, we contribute to literacy and education studies by proposing three overarching features (elements) of postdigital literacy events, informed by an ecological, relational, and sociomaterial framing of literacy. These features are: (1) entanglement, (2) digital materiality, and (3) spatiotemporality. Entanglement is about how learning entangles with our social, cultural, and material contexts through communicative acts, which includ…
The Challenge of Postdigital Literacy
Biosemiotics for postdigital living
The postdigital condition is discussed from the perspective of Paul Cobley’s biosemiotic approach to culture. While semiotics is often concerned with cultural criticism, there has been no explicit biosemiotic approach to culture, until only recently with Cobley unfurling such a research program. The key to this is the biosemiotic notion of modeling , which accounts for co-evolutionary processes encompassing biology and culture. This approach resp…
What do we talk about when we talk about climate change?’
Learning about the causes and effects of human-induced climate change is an essential aspect of contemporary environmental education (EE). However, it is increasingly recognized that the familiar ‘information dump delivery mode’ (as Timothy Morton calls it), through which new facts about ecological destruction are being constantly communicated, often contributes to anxiety, cognitive exhaustion, and can ultimately lead to hopelessness and paralys…
A “Strong” Approach to Sustainability Literacy
This article outlines a “strong” theoretical approach to sustainability literacy, building on an earlier definition of strong and weak environmental literacy (Stables and Bishop 2001). The argument builds upon a specific semiotic approach to educational philosophy (sometimes called edusemiotics), to which these authors have been contributing. Here, we highlight how a view of learning that centers on embodied and multimodal communication invites b…
Peirce and learning theory
Peirce Section editor, Cary Campbell introduces a series of three commissioned articles. Together, they serve to present and contextualize the broad relevance of Peirce’s philosophy and semiotics for the contemporary study of learning. Some key Peircean ideas and context are touched on, such as: the transdisciplinary nature of Peirce research and its connections to learning theory and education; an account of “Peirce as teacher” and Peirce’s own …
Peircean anti-psychologism and learning theory
Taking influence from Peirce’s phenomenological categories (Firstness, Secondness, Thirdness), a notion of what we call bottom-up modeling has become increasingly significant in research areas interested in learning, cognition, and development. Here, following a particular reading of Peircean semiotics (cf. Deacon, Terrence. 1997. The symbolic species: The co-evolution of language and the brain . London and New York: W. W. Norton; Sebeok, Thomas …
An Interview with Charls Pearson
Current Peirce Section editor Cary Campbell, interviews previous section editor Charls Pearson, on his life and work studying and systematizing C. S. Peirce’s semiotic science. Central aspects of Pearson’s philosophical project are discussed, such as, in particular, his proposal that semiotic logic leads to an integrated methodology of research and inquiry, bridging phenomenology and science. Additionally, Pearson discusses his Universal Sign Str…
Introduction to the 2020 Peirce Section
Peirce section editor Cary Campbell introduces a series of short articles from Mary Keeler, on improving digital access to the Peirce manuscripts (in particular, his late unpublished manuscripts), discussing and exploring possibilities for their effective communication, preservation, (multimodal) representation, and augmentation through technology. Keeler develops an approach to this research stemming from Peirce’s own mutually supporting pragmat…
Learning and knowing as semiosis
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, c…
Educating Semiosis
Educating Openness
The poetics of openness, as formulated by Umberto Eco in his pre-semiotic work The Open Work (1962), has already been useful and applicable to cultural studies and textual analysis. I propose that this poetics of openness be applied to critical educational practices as well. In this article, I argue that a poetics of openness when coupled with active ‘on the ground’ “critical public pedagogics” can provide a flexible framework for approaching the…
Returning ‘learning’ to education
This article describes a notion of learning as adaptive semiotic-growth. In line with the theme of this special issue, learning will be approached on a broad ecological and evolutionary continuum – most generally expressed as a form of adaptation to the environment. Viewing learning through the criterion of signification (semiosis) means that learning is continuous across the entire biological realm. Both the life process and the learning process…
Learning that Reflects the Living
Joining educational philosophy with theoretical biology has come to form an important part of the growing edusemiotic movement. Edusemiotics has followed the example of biosemiotics (the understanding that the emergence of life is coextensive with the emergence of semiosis) to describe the process of learning itself as being coextensive with semiosis (or, sign-action). Following this recent turn in scholarship this paper argues for a perspective …
Learning and knowing as semiosis
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, c…
Returning ‘learning’ to education
This article describes a notion of learning as adaptive semiotic-growth. In line with the theme of this special issue, learning will be approached on a broad ecological and evolutionary continuum – most generally expressed as a form of adaptation to the environment. Viewing learning through the criterion of signification (semiosis) means that learning is continuous across the entire biological realm. Both the life process and the learning process…
Educating Semiosis
Learning that Reflects the Living
Joining educational philosophy with theoretical biology has come to form an important part of the growing edusemiotic movement. Edusemiotics has followed the example of biosemiotics (the understanding that the emergence of life is coextensive with the emergence of semiosis) to describe the process of learning itself as being coextensive with semiosis (or, sign-action). Following this recent turn in scholarship this paper argues for a perspective …
Educating Openness
The poetics of openness, as formulated by Umberto Eco in his pre-semiotic work The Open Work (1962), has already been useful and applicable to cultural studies and textual analysis. I propose that this poetics of openness be applied to critical educational practices as well. In this article, I argue that a poetics of openness when coupled with active ‘on the ground’ “critical public pedagogics” can provide a flexible framework for approaching the…
Learning that Reflects the Living
Joining educational philosophy with theoretical biology has come to form an important part of the growing edusemiotic movement. Edusemiotics has followed the example of biosemiotics (the understanding that the emergence of life is coextensive with the emergence of semiosis) to describe the process of learning itself as being coextensive with semiosis (or, sign-action). Following this recent turn in scholarship this paper argues for a perspective …
Educating Openness
The poetics of openness, as formulated by Umberto Eco in his pre-semiotic work The Open Work (1962), has already been useful and applicable to cultural studies and textual analysis. I propose that this poetics of openness be applied to critical educational practices as well. In this article, I argue that a poetics of openness when coupled with active ‘on the ground’ “critical public pedagogics” can provide a flexible framework for approaching the…
Returning ‘learning’ to education
This article describes a notion of learning as adaptive semiotic-growth. In line with the theme of this special issue, learning will be approached on a broad ecological and evolutionary continuum – most generally expressed as a form of adaptation to the environment. Viewing learning through the criterion of signification (semiosis) means that learning is continuous across the entire biological realm. Both the life process and the learning process…
Educating Semiosis
An Interview with Charls Pearson
Current Peirce Section editor Cary Campbell, interviews previous section editor Charls Pearson, on his life and work studying and systematizing C. S. Peirce’s semiotic science. Central aspects of Pearson’s philosophical project are discussed, such as, in particular, his proposal that semiotic logic leads to an integrated methodology of research and inquiry, bridging phenomenology and science. Additionally, Pearson discusses his Universal Sign Str…
Introduction to the 2020 Peirce Section
Peirce section editor Cary Campbell introduces a series of short articles from Mary Keeler, on improving digital access to the Peirce manuscripts (in particular, his late unpublished manuscripts), discussing and exploring possibilities for their effective communication, preservation, (multimodal) representation, and augmentation through technology. Keeler develops an approach to this research stemming from Peirce’s own mutually supporting pragmat…
Learning and knowing as semiosis
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, c…
A “Strong” Approach to Sustainability Literacy
This article outlines a “strong” theoretical approach to sustainability literacy, building on an earlier definition of strong and weak environmental literacy (Stables and Bishop 2001). The argument builds upon a specific semiotic approach to educational philosophy (sometimes called edusemiotics), to which these authors have been contributing. Here, we highlight how a view of learning that centers on embodied and multimodal communication invites b…
Peirce and learning theory
Peirce Section editor, Cary Campbell introduces a series of three commissioned articles. Together, they serve to present and contextualize the broad relevance of Peirce’s philosophy and semiotics for the contemporary study of learning. Some key Peircean ideas and context are touched on, such as: the transdisciplinary nature of Peirce research and its connections to learning theory and education; an account of “Peirce as teacher” and Peirce’s own …
Peircean anti-psychologism and learning theory
Taking influence from Peirce’s phenomenological categories (Firstness, Secondness, Thirdness), a notion of what we call bottom-up modeling has become increasingly significant in research areas interested in learning, cognition, and development. Here, following a particular reading of Peircean semiotics (cf. Deacon, Terrence. 1997. The symbolic species: The co-evolution of language and the brain . London and New York: W. W. Norton; Sebeok, Thomas …
Biosemiotics for postdigital living
The postdigital condition is discussed from the perspective of Paul Cobley’s biosemiotic approach to culture. While semiotics is often concerned with cultural criticism, there has been no explicit biosemiotic approach to culture, until only recently with Cobley unfurling such a research program. The key to this is the biosemiotic notion of modeling , which accounts for co-evolutionary processes encompassing biology and culture. This approach resp…
What do we talk about when we talk about climate change?’
Learning about the causes and effects of human-induced climate change is an essential aspect of contemporary environmental education (EE). However, it is increasingly recognized that the familiar ‘information dump delivery mode’ (as Timothy Morton calls it), through which new facts about ecological destruction are being constantly communicated, often contributes to anxiety, cognitive exhaustion, and can ultimately lead to hopelessness and paralys…
Postdigital Literacies in Everyday Life and Pedagogic Practices
In this article, we contribute to literacy and education studies by proposing three overarching features (elements) of postdigital literacy events, informed by an ecological, relational, and sociomaterial framing of literacy. These features are: (1) entanglement, (2) digital materiality, and (3) spatiotemporality. Entanglement is about how learning entangles with our social, cultural, and material contexts through communicative acts, which includ…
The Challenge of Postdigital Literacy
Illuminating Limits
Environmental education is being reconfigured in this era of runaway economic growth and social and environmental unravelling. The aim of this article is to articulate interconnected challenges confronting education in a time of polycrisis by articulating new conceptions of technology and technological progress, hopefully leading to a more refined critique of growth-based economics and technocratic solutionism. We begin by synthesising research r…
Navigating “Simplexity” in the Anthropocene
In this paper, we explore the challenges and possibilities of environmental teacher education in the unravelling of a metacrisis. Drawing from multiple perspectives from post-growth literature, environmental sciences, political ecology and philosophy of education, we argue for the need to navigate complex environmental issues through simple yet profound narratives, what we term simplexity . As environmental educators working in the Pacific Northw…
Dumb intelligence? Translation as technological mediation
We propose a semiotic approach to understanding and assessing language technologies. Specifically, by adopting a recent semiotic and broad concept of translation, developed by Kobus Marais, we bring semiotic theory into the service of philosophy of technology. Our perspective reveals that commonly assumed expectations about language generative technologies are mistaken and misleading when shaped through an ideal of engineering humanlike interlocu…
Toward Postdigital Heuristics
Studio Arts Education, Curriculum in Praxis
Sociology (14 works) · Epistemology (13 works) · Semiotics (13 works) · Philosophy (12 works) · Psychology (9 works) · Semiosis (9 works) · Biosemiotics (7 works) · Cognitive science (6 works) · Pedagogy (6 works) · Digital Education and Society (5 works)