Histories of Lived Experience

tumblr_n7v7s4CrVw1qzngato1_1280[Image: Edward Burtynsky]

Earlier today I delivered a talk on ethology, ecology, and aesthetics as part of a panel on Cosmopolitics at the International Big History Conference held in San Rafael, CA. I am posting my talk below, which you can also find in .pdf form here.

Histories of Lived Experience: Intertwining Ethology, Ecology, And Aesthetics

Adam Robbert, San Francisco, CA

Paper presented at the International Big History Conference, Dominican University, San Rafael, CA, August 8.

What is the significance of meaning in Big History? There is a great diversity of opinion on this issue. For example, Eric Chaisson, one of the original board members of the IBHA, holds that Big History must let go of concepts such as intentionality, subjectivity, and, presumably, meaning, in order to understand evolution objectively.[1] Conversely, the focus of my talk is that an understanding of meaning is necessary for an understanding of evolution at its most fundamental level. A central claim of my talk is that we have to understand that which is meaningful to organisms if ever we hope to comprehend the history of evolution on Earth. My talk thus offers a non-anthropocentric and aesthetic account of meaning in the context of geological history. Ecology from this view is an ongoing entanglement of meanings, concerns, and decisions, and it marks the space where the division between matter and meaning breaks down.  Continue reading

Noë and Uexküll: Ecology, Style, and Meaning

tumblr_mm96ib07g81qzngato1_1280[Image: Tomas Rak]

I have been exploring Alva Noë’s actionist account of perception and cognition in terms of an ecological account of the subject-concept relation. In my previous posts (here and here), I have emphasized a level of conceptual understanding that presupposes both language and the capacity to learn new concepts, or, more interestingly, I have described the way in which a subject can never really learn anything new but rather can only become someone with a new set of conceptual capacities through learning and practice. In this view, the subject-concept relation is ecological insofar as the concept has a symbiotic relation to the subject that both displaces and creates new conceptual capacities. To be more specific, and to repeat my phrasing from the earlier posts, learning initiates a symbiosis between subject and concept that ends in the merging of the concept with the subject and of the transformation of the subject through its understanding of the concept. Continue reading