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Reclaiming Culture in the Digital Age

The provincial attitude is limited in time but not in space. When the regional man, in his ignorance, often an intensive and creative ignorance, extends his own immediate necessities into the world, and assumes that the present moment is unique, he becomes the provincial man. He cuts himself off from the past, and without benefit of the fund of traditional wisdom approaches the simplest problems of life as if nobody had ever heard of them before. A society without arts, said Plato, lives by chance. The provincial man, locked in the present, lives by chance.

Allen Tate 1945: “The New Provincialism”

Hollow men, T.S. Eliot named denizens of the 21st century. Are we any less vacuous in the 21st? Or have we been further emptied?

It often proves difficult to describe our situation—our time and place in history and the world—without sounding morose, or, indeed, without falling into that trap of assuming our present moment is unique, or, to take Tate’s criticism farther, that we, as somehow constituting this moment, are ourselves unique. Arguably, our situation is unique. But we remain as human as any and every human ever has or ever will. There are challenges faced in 2023 that were not and perhaps could not quite be imagined in 1945—let alone 1845, or 545. But the uniqueness of these challenges, such as how culture is to be formed or reclaimed in the digital age, leaves us yet with an unchanged nature.

Regional Cultures

Among the unchanging truths of human nature: we are cultural beings. There has never been a time nor a place in which a human being did not carry some mark of culture—even its absence (say, in a child raised by wolves!), that is, being something distinctly human, visible in its resulting deficiency. But the deficiencies sometimes come not from the absence of culture, but from its own noxious constitution. These noxious cultural vapors are hard to discern when living amidst them. It belongs to the insightful critic, therefore, to give us the perspective from which they can be seen.

Allen Tate (1899–1979)—American poet laureate in 1943, essays, social commentator, brilliant mind and troubled soul—proved himself such an insightful critic time and again. His 1945 essay, “The New Provincialism”, clearly articulates the titular source of a cultural vapor much-thickened in the past 80 years. The term “provincialism” has often been used in criticism of rural thinking. To be “provincial”, it was often said, was to be narrow-minded. The provincial man, in other words, is an unsophisticated bumpkin.

Against the “provincial”, Tate contrasts the “regional”, which he describes as “that consciousness or that habit of men in a given locality which influences them to certain patterns of thought and conduct handed to them by their ancestors. Regionalism is thus limited in space but not in time.” In other words, the regional carries on local tradition. It may carry such traditions on across countless generations. Regionalism focuses not upon the now, but the here. Thereby, it constitutes a cultural place: an innermost boundary within which a culture may be located.

Contemporary Provinces

The ”provincial” man, however, as stated above, takes his regional here and extends it into the world, transforming the idiosyncrasy of place into an idiom of time. He becomes “locked in the present”. Do we not hear this all-too-often today? “C’mon, it’s 2023!” Do we not see obtuse historical idiocy trotted out daily?

Our culture today consists little in regional awareness and almost entirely in provincial outlook. We have no place for our cultures. They seem, therefore, to lack solidity, sameness, any transgenerational durability. Buildings across the world look increasingly similar. Dialects disappear. Styles of art—painting, sculpture, music, cinema, one and all—lose their distinctiveness through a flattening refinement of technique and production.

Can we recover any genuine “regionalism” in our modern, hypercommunicative world?

Digital Culture

As the Executive Director of an institution founded within the hypercommunicative digital environment, I think often of how our technological tools of culture can be used without contravening the good of our nature. I do not believe regional dissolution follows of necessity from our global communication. But I do think we need better habits of living today, in order that we not lapse forevermore into the “new provincialism”. Come join us (details below) this Wednesday (11/1/2023) to discuss Tate’s essay and the formation of these habits to discover how we might reclaim culture in the digital age.

Philosophical Happy Hour

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Come join us for drinks (adult or otherwise) and a meaningful conversation. Open to the public! Held every Wednesday from 5:45–7:15pm ET.

On the Authority of Media

While researching a variety of topics at conveniently-intersecting purposes, I came across this wonderful article from Elliot Gaines (author of 2011: Media Literacy and Semiotics), in which he explains how we need media criticism in order to avoid having our opinions settled for us by means contrary to reason in fact, even if many deem them preeminently reasonable in appearance—namely, that media gains its authority in dubious fashion.

The technologies of the media make it possible to represent symbolic systems while overcoming the natural restrictions of time and space and making communication appear immediate and intimate when received.

The notion of immediacy refers to a sense of being present at an event even though the media only represent it after the fact and from far away from its original location. Thus the power of mass media is not just in their capacities to deliver ideas and information, but also in their ability to exploit the verisimilitude of representations that are received with a sense of intimacy and immediacy. In addition, the third-person effect hypothesis suggests that people generally believe that media affects others while they themselves are immune to being manipulated or persuaded unknowingly (Rojas, Shah, and Faber 1996: 193). Audiences need to recognize that media affect every user because attention is drawn to intended meanings and inferences of consequences. Media are ubiquitous and enter personal space with a sense of immediacy that gives contemporary mass communications and opinion leaders great power and access to people. Without critical thinking and media literacy, it is easy to assume a great deal about the media and the world of objects, ideas, and situations they represent.

The goal of media is to attract attention in order to successfully profit and sustain themselves. Secondarily, media deliver information about issues and events, entertainment products that suggest social norms, attract attention to products, and influence the ethos of society. IT’s the audience, engaged in social discourse, which learns the codes and negotiates the veracity of representations intended to communicate a particular point-of-view.

The problems of media and “settling opinion”

The representational qualities of media phenomena are reasonable because they are logically developed from older, familiar signs that are continuous with established ideas. Media project a tacit authority to provide knowledge and expertise, but the credibility of media draws from its repetitive and persistent presence that simulates the continuity of signs necessary to logical reasoning. However, this is an illusion of veracity generated by the media that cannot substitute for verification. Part of the illusion is self-referential; media referring to (indexing) other media products or spokespersons only demonstrates social discourse but does not provide evidence of any particular argument. In order to understand authentic verification, it is necessary to look at the methods of proposing opinions about the meanings of things.

Gaines 2008: “Media Criticism and Settling Opinion” in Semiotics 2008: p.245–46 (245–251).

I highlight one key point in this last-quoted paragraph: namely, that media projects authority through repetition and persistent presence, through which it simulates the progression by which we advance logically from initial observations to inferred conclusions. Put in other words, we form habits of presupposition by allowing media’s immediacy to overwhelm our own capacity for thinking and dissecting the objects presented to us “immediately and intimately”.

The increase of personalized media experiences through digital networks has exacerbated this influence, precisely through the increased intimacy achieved by that personalization. As Gaines writes, we believe ourselves unaffected while others suffer. But, in truth, this only masks more deeply our own deceit. Is this turn of the digital inevitable? Or can we do better? Are we hapless victims of tyrannical media authority—or do we have means to free ourselves?

Humble Beginnings for Human Education

To all our visitors, members, faculty, patrons, and benefactors: I am deeply humbled by the time, dedication, and resources that you have given to this endeavor—more so by the fact that each good we have received seems to have resulted in returns with exponential interest. A single seed, well-nurtured, may produce many fruits; and the seeds first sown at the Lyceum Institute are just beginning to flower. We began with four seminars, taught by one faculty members, in 2019. In just a few short years, we have blossomed to seven faculty, twelve seminars, six Latin courses, German, three Trivium courses—and more. From these humble beginnings, we are aspiring to great things: true human education.

As we turn the corner into the new year, I yet again must ask for your continued support. All seeds require continued nourishment. Your funds will enable us to accomplish our goals in 2023 and beyond. Click the link below to learn more about our progress and our goals, and to see our GiveButter campaign.

Even if you cannot contribute financially, please spread the word about the Lyceum Institute! You can also subscribe to our Newsletter, choose another means of support, or enroll and participate in our program!

⚘ Semiotics and Dark Web Memes | Robert W. Gehl

On 30 September 2022 at 3pm ET (see event times around the world here and join the live Q&A here), Dr. Robert W. Gehl will present on “Semiotics and Dark Web Memes”. Dr. Gehl is a Fulbright scholar and award-winning author whose research focuses on contemporary communication technologies. He is currently the F. Jay Endowed Research Chair of Communication at Louisiana Tech University. He has published over two dozens articles in journals such as New Media & Society, Communication Theory, Social Media + Society, and Media, Culture and Society. His books include Reverse Engineering Social Media, which won the Nancy Baym Book Award from the Association of Internet Researchers, and Weaving the Dark Web, published by the MIT Press in 2018, and Social Engineering, forthcoming from MIT Press in 2022.

Join the Live Q&A here.

2022 International Open Seminar on Semiotics (IO2S) | Website

This collaborative international open scientific initiative and celebration is jointly organized by the Institute for Philosophical Studies of the Faculty of Arts and Humanities of the University of Coimbra, the Lyceum Institute, the Deely Project, Saint Vincent College, the Iranian Society for Phenomenology at the Iranian Political Science Association, the International Association for Semiotics of Space and Time, the Institute for Scientific Information on Social Sciences of the Russian Academy of Sciences, the Semiotic Society of America, the American Maritain Association, the International Association for Semiotic Studies, the International Society for Biosemiotic Studies and the Mansarda Acesa with the support of the FCT – Foundation for Science and Technology, I.P., of the Ministry of Science, Technology and Higher Education of the Government of Portugal under the UID/FIL/00010/2020 project.

⚘ Navigating the Cybersemiotic Experience: From Deely to Brier | Claudia Jacques

Presenter: Claudia Jacques

On 17 September 2022 at 2pm ET (see event times around the world and join the live Q&A here), Claudia Jacques de Moraes Cardoso (PhD, MFA) will present on Navigating the Cybersemiotic Experience: From Deely to Brier. Claudia is a Brazilian-American interdisciplinary technoetic artist, designer, educator and researcher, based in New York. Her art and research focus is on Information in Human-Computer Interactions through the lens of Cybersemiotics. She teaches art and design, is a principal at Knowledge Art Studios, and serves as an academic editor for Technoetic Arts Journal and as art/web editor for Cybernetics & Human Knowing Journal.

Commentator: Carlos Vidales

Carlos Vidales is a Faculty Member of the Department of Social Communication Studies at the University of Guadalajara in Mexico. He is the author of several books, articles, and book chapters all related to semiotics and communication theory. He is a scholar of the International Communicology Institute, and the general coordinator of the undergraduate program in Public Communication at the University of Guadalajara. He is a member of the National Research System of the Mexican Council of Science and Technology. Managing Editor of the Journal Cybernetics and Human Knowing.

Join the Live Q&A here.

2022 International Open Seminar on Semiotics (IO2S) | Website

This collaborative international open scientific initiative and celebration is jointly organized by the Institute for Philosophical Studies of the Faculty of Arts and Humanities of the University of Coimbra, the Lyceum Institute, the Deely Project, Saint Vincent College, the Iranian Society for Phenomenology at the Iranian Political Science Association, the International Association for Semiotics of Space and Time, the Institute for Scientific Information on Social Sciences of the Russian Academy of Sciences, the Semiotic Society of America, the American Maritain Association, the International Association for Semiotic Studies, the International Society for Biosemiotic Studies and the Mansarda Acesa with the support of the FCT – Foundation for Science and Technology, I.P., of the Ministry of Science, Technology and Higher Education of the Government of Portugal under the UID/FIL/00010/2020 project.

⚘ Peircean Robotics: Semiotics applied to the Emergence of Symbols | Takafumi Kato

On 7 September 2022 at 9am ET (see event times around the world), Takafumi Kato will present on Peircean Robots: Semiotics applied to the Emergence of Symbols. Those who wish to join in the live Q&A can do so here. KATO Takafumi is a full-time lecturer at Osaka Seikei University in Japan. He received his Ph.D. from Kyoto University in 2018. He is the author of “A Peircean Revision of the Theory of Extended Mind” (Cognitio: Revista de Filosofia, v.16, n.1, 2015) etc. and has so far translated into Japanese important works on pragmatism such as The Pragmatic Maxim (by C. Hookway, OUP, 2011), Perspectives on Pragmatism (by R. Brandom, HUP, 2011), and The American Pragmatists (by C. Misak, OUP, 2013). His research interests lie in Charles Sanders Peirce’s semiotics and its contemporary applications. Nowadays, Peircean semiotics receives enthusiastic attention from various kinds of scholars such as cultural anthropologists and frontier robotics researchers. His present research project overviews such interdisciplinary discussions as a philosopher and supplements them with an appropriate philosophical context, aiming to increase philosophers’ commitment to them and reveal a contemporary significance of pragmatist thoughts.

Commentary will be provided by Dr. Sachi Arafat, Assistant Professor of Data Science at KAU – King Abdulaziz University in Saudi Arabia. His research lay at the intersection of data science and philosophy of science & technology. He previously worked on quantum theory inspired models for characterizing socio-technical behaviour while a Royal Academy of Engineering Research Fellow at the School of Computing Science at the University of Glasgow (UK). His monograph Search Foundations (co-authored with E. Ashoori) with MIT Press (2019), was nominated for best book in information science (in 2020) by the Association for Information Science and Technology. Therein was proposed a new kind of science—inspired by the work on Heidegger and the classical philosophical tradition—for re-basing data and information science on rigorous philosophical foundations in order to create an explicitly explanatory science of AI from the ground-up for understanding technology-mediated experience.

Join the meeting room to participate in the live Q&A.

2022 International Open Seminar on Semiotics (IO2S) | Website

This collaborative international open scientific initiative and celebration is jointly organized by the Institute for Philosophical Studies of the Faculty of Arts and Humanities of the University of Coimbra, the Lyceum Institute, the Deely Project, Saint Vincent College, the Iranian Society for Phenomenology at the Iranian Political Science Association, the International Association for Semiotics of Space and Time, the Institute for Scientific Information on Social Sciences of the Russian Academy of Sciences, the Semiotic Society of America, the American Maritain Association, the International Association for Semiotic Studies, the International Society for Biosemiotic Studies and the Mansarda Acesa with the support of the FCT – Foundation for Science and Technology, I.P., of the Ministry of Science, Technology and Higher Education of the Government of Portugal under the UID/FIL/00010/2020 project.

Signs of Meaning: The Need for Semiotics

In this first public Colloquium hosted by the Lyceum Institute, we ask: why is semiotics important? Why do we need it?

Recording of the Live Q&A available to Lyceum Institute Members
Thursday 7 July 2022 6:00pm ET
Lecture Below

“Allow me to begin with a prefatory comment: it is difficult to give a presentation on semiotics for two reasons. The first, and perhaps more obvious reason, is that few people know what it really is. It is an unusual word—a word that may sound somehow exciting, but also mysterious. The second, very much related to the first, is that semiotics is at once a relatively new doctrine and yet it subsumes and incorporates and even elevates disciplines very ancient. Its explicit recognition has been rare, but its implicit influence ubiquitous in time and place. Moreover, semiotics brings us face to face with something unknown and yet nevertheless deeply familiar; and perhaps, even, unknown because it is so familiar: namely, signs.

“And so, although the temptation in a presentation such as this—this presentation serving as a certain kind of introduction to semiotics—the temptation is to pass a considerable amount of time traversing the meandering inquiry of what semiotics is—wending through the particularities of its doctrines, its terminologies, its histories—despite this temptation, I will spend relatively little time re-treading those already well-worn steps. There are many books, papers, and presentations already extant which cover the doctrinal, terminological, and historical grounds. Despite these introductions, semiotics remains somewhat mysterious to many. And so I wish today to head in a different direction, and I hope that you all will walk this perhaps even-more meandering path alongside me, for I believe it will give a kind of circumspective view of that well-tread ground, and thereby dispel some of the enigma.”


Brian Kemple holds a PhD in Philosophy from the University of St. Thomas, in Houston TX, where he wrote his dissertation under the inimitable John Deely. He is the Founder and Executive Director of the Lyceum Institute. He has published two scholarly books—Ens Primum Cognitum in Thomas Aquinas and the Tradition (Brill: 2017) and The Intersections of Semiotics and Phenomenology: Peirce and Heidegger in Dialogue (De Gruyter: 2019), as well as a number of scholarly articles, popular articles, and his own Introduction to Philosophical Principles: Logic, Physics, and the Human Person (2019) and the forthcoming Linguistic Signification: A Classical Course in Grammar and Composition (2021).

Education and Digital Life

The Founding Declaration of the Lyceum Institute, Education and Digital Life, has now been published in paperback, along with a series of related essays written by Faculty and Board Members of the Institute. This slim volume (117 pages) outlines the why for the Lyceum Institute’s existence as well as the manner in which it pursues its goals for education.

Here is an excerpt from the Declaration itself:

“All human beings, by nature, long for knowledge.”[1]  Composing the opening line of Aristotle’s Metaphysics, these are words familiar to many, and have rightfully inspired reflection for millennia: reflections on human nature and operations, as well as the good at which we, commonly human, are aimed.  To long for knowledge: this is not merely to want knowledge for some ulterior motive—making money, gaining power, defeating your enemies—but for its own sake.  We want to know because knowledge fulfills us, because it satisfies a need we experience, a need we suffer in every encounter with our own ignorance.  This longing is what Aristotle meant, and this fulfillment by knowledge, indeed, is what we long for by nature.

Many, both in the present and in decades and ages past, have suffered a diverting and anesthetizing of this longing by the proliferation of easier and lesser pleasures: why read, when you can watch a documentary; and why watch a documentary, when you can watch a comedy?  In the ubiquity of immersive entertainment media—radio giving way to television, to the internet, to streaming shows and movies seeping through every device in our homes—the slide into the ease of unthinking pleasure appears obvious.  But the diversion of our natures from their proper good occurs not only through our entertainments and pleasures, but is further fostered today even by the supposed institutions of learning—even, or perhaps especially, the most vaunted—which have themselves departed the path along which knowledge is sought, and instead flung themselves down the slippery slope of merely conveying standardized sets of information, or, far worse, disguising social activism in the garb of intellectual enrichment (the latter being merely the logical conclusion of abandoning, among other truths, the centrality of classical logic).  Rather than learning to discover what is through their own efforts, therefore, students are taught to receive and retain pre-packaged information about what is (or what is purported to be—no matter how discordant those claims from the cognition-independent reality), so that they might serve as functionaries for how we want ‘what is’ to be: information discovered, interpreted, and arranged by others, to the occlusion of—and thereby depriving us the freedom to ask—that most-human of questions, “What is that?”

Is this knowledge?  Is it learning?  We desire to know; but is that the same as receiving information, pre-determined, pre-packaged for us?  The currently common view of the universe—a reductionist view that posits the most-elemental parts of matter to be the truest reality, such that all other phenomena are merely various configurations thereof—holds that knowledge amounts indeed to nothing more than an organization of information; that our ability to know consists in the right configuration of parts in our minds, or even more reductionistically, our brains; and that what we signify by “information” is only a certain abstract descriptor of this configuration…

Is the mind “what the brain, body, and world around us” collectively do?  Perhaps that is true, in some way; but it is not very helpful for understanding what the mind really is, especially as something distinguished from the brain, body, and world.

No.  No thinking person can accept this flattening, this levelling out of what we know from our own experience to be different.  The mind is manifestly something more than any of its contributory sources or its necessary, integral parts, and—rather than by an enumeration or description of its materially-constitutive parts—we know any object of our inquiry best by discerning its characteristic action.

The action of the mind consists fundamentally in the seeking and understanding of the world in the light of knowledge; and knowledge subsists as a relation to the intelligible truth of objects themselves—the relation whereby is grasped the articulable reality of what is.  This seeking unfolds through observation and a questioning after what is observed: that is, observation and questioning which begets recognition that the things observed have explanations, causes, beyond what the observations themselves entail; and the subsequent attempt to discover those causes to better explain the observed effects.  The phenomena of our experience, in other words, are not self-explanatory, and what we mean by “knowledge” is just such explanation: the grasp of the causes, not merely inchoate, but in a manner that both the causes themselves and the grasp of them can be verbally expressed.  These explanations must be worked out with trial and error, with continued recursion to certain principles—which themselves must be discovered with some difficulty—with experimentation, reflection, and most of all a habit of inquiry; to continue questioning, again and again, seeking always to better understand what we have revealed, always seeking better to grasp the relation between cause and effect.

It is this knowledge, which grows into wisdom, that all human beings desire.

[1] i.348-30bc: Μετά τα Φυσικά, 980a21.
[2] Steven Pinker 1997: How the Mind Works, 21.

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IO2S Deely – Reading and Teaching Literature Digitally

On 5 March 2022, Alexandra Milyakina, PhD, will present on “Reading and Teaching Literature Digitally: A Cultural Semiotic Perspective” at 10am ET/3pm UTC (check event times around the world here). Dr. Milyakina is a researcher at the Department of Semiotics in the University of Tartu, Estonia. The topic of PhD thesis is Digitalization of literary education in the context of cultural autocommunication. Main research interests are literary education, semiotics of culture, transmedia and digitalization. Alexandra is a co-founder of the Transmedia research group and digital research project “Education on Screen.”

Participate in the conversation via Zoom.

2022 International Open Seminar on Semiotics (IO2S) | Website

This collaborative international open scientific initiative and celebration is jointly organized by the Institute for Philosophical Studies of the Faculty of Arts and Humanities of the University of Coimbra, the Lyceum Institute, the Deely Project, Saint Vincent College, the Iranian Society for Phenomenology at the Iranian Political Science Association, the International Association for Semiotics of Space and Time, the Institute for Scientific Information on Social Sciences of the Russian Academy of Sciences, the Semiotic Society of America, the American Maritain Association, the International Association for Semiotic Studies, the International Society for Biosemiotic Studies and the Mansarda Acesa with the support of the FCT – Foundation for Science and Technology, I.P., of the Ministry of Science, Technology and Higher Education of the Government of Portugal under the UID/FIL/00010/2020 project.