Semiotics of culture and communication PETER STOCKINGER Institut National des Langues et Civilisations Orientales (INALCO) Signs, culture and communication European Master in Intercultural Communication Anglia Polytechnic University Cambridge, United Kingdom september 2005 Graphical design : Elisabeth DE PABLO, MSH
2 nd lesson Social reality and multiculturalism
The main topics of this second lesson are: Lecture Topics 1. A more systematic discussion of the life world of a social actor and of its possible description. 2. A short discussion of the notion of social reality that frames the life world of a social actor 3. The two central cognitive dimensions for the culture of any social actor called «sense of reality» and «sense of imagination». 4. The «learning» of a given culture called enculturation. 5. The problem of multi- and interculturalism.
1 st topic - Life world themes -
1 st topic Life world themes In the social reality of the Lebenswelt of a social actor, the just discussed (and probably other) types of entities possess specific functions and roles - they have a meaning and belong to meaning configurations more or less specific to a given social actor or, contrarily, common to different and even all social actors. Principal types of such meaning configurations organising the social reality of an actor : people, animate agents, personification social faces and networks objects, artefacts social environment activities social practices moments, periods social temporality territories, places social spatiality signs, sign systems languages
The study of the culture of a social actor, in this respect, consists mainly in two complementary aspects: 1 st topic Life world themes the identification, description and classification of themes, cultural themes that articulate the meaning realm of a specific cultural form or one of its central configurations ; the comparison of cultural themes belonging to different cultural forms in order to reconstruct and classify more general ( supposed universal) cognitive features of culture. The study of culture or cultural forms from a semiotic point of view consists in trying to understand: the meaning or meaning realms of the practices of a social actor, the languages, the value objects, the histories, in studying specimen, records, samples, of such social practices, languages, composing the Lebenswelt i.e. in studying them analogically speaking like texts (broadly speaking) that are documents of the life and the history of a social actor.
Types, species of cultural themes 1 st topic Life world themes social faces and networks : themes concerning the self and the other, the identity specificity,. social practices : themes concerning the practical, institutional aspects of the doing of a social actor social environment : themes concerning value objects (goods, services) relevant for a social actor social spatiality : themes concerning the actor s territoriality social temporality : themes concerning the history of the actor languages : types of languages, aspects of language composition and use, evolution and changes of language, status and place of language,
Examples: social faces and networks : themes concerning the self and the other, the relationships between people and the consequences of such relationships, etc. 1 st topic Life world themes Social status and functions social face (E. Goffman): based on social codes, images and impressions of a person or group of persons (corporal hexis, behaviour, appearance, ) social networks (or webs): networks between people or groups and their reproduction creating small worlds, closed worlds, communities, memberships, that procure a more or less high social capital (P. Bourdieu) to the concerned people and with respect to other networks social biographies and trajectories: analogically to typical novel scenario (cf. the picaro tradition, the 19th century novel) the evolution of a person or a group of persons seen through the changing belongings to constituted social networks (small worlds, communities, )
1 st topic Life world themes Examples: social practices : themes concerning the doing of an actor all its activities that, dominantly, possess a highly routine and traditional dimension. There are very different views and approaches.: studies of the core activities characterising a social actor: governance practices and intellectual practices, power practices, (re-)production and consumption practices; communication activities; studies of social practices as life genres: social practices (such as labour, social events, leisure, ) as configuring life forms studies of a social practice as problem solving activity presupposing knowledge and practical (through history cumulated) experiences;
1 st topic Life world themes Examples: social environment : themes concerning the plenty of relevant objects, artefacts, but also persons, ideas, that constitute the (expected, desired, needed, feared, looked for, ) environment of the life world of a social actor. This environment is a valued one, it is characterised broadly speaking by objects of any sort which possess a certain value for the social actor; Valued objects can be goods, products, services, money, possessions, knowledge, experiences, persons, intellectual creations, Studies on specific themes concerning the social environment of the life world of a social actor are concerned, for instance with the different forms and types of values the acquisition, distribution and circulation of value objects within a social actor.
Examples: social spatiality : themes concerning the actor s territoriality and its social space 1 st topic Life world themes Types and functions of places composing the social space that characterise the life world of a social actor; The trajectories (in the sense of Bourdieu) of members of a social actor within the characterising social space; The space as a structuring element of the life world of a social actor (for instance: capitalism as a spatial phenomenon, migration as a spatial phenomenon, multiculturalism as a spatial phenomenon, Social identity as a spatial phenomenon,
1 st topic Life world themes Examples: social temporality : themes concerning the history of the actor as well as its contemporaneous evolution. Typical questions concerning these type of cultural themes are concerned with: the interpretation, reconstruction, of the actor s own history in order to strengthen its identity, its specificity, its difference, the projection of a social actor in an intended future; the typical (more or less routine, stereotyped and even institutionalised) rhythmic patterns of the constitutive social practices of a social actor (work/leisure; governance; enculturation/education; ) the evolution of (parts of) the life world of a social actor (this is the typical investigation style in social history and in historical anthropology)
1 st topic Life world themes Examples: languages : themes concerning the sign and sign systems as well as their uses within the social life world of a social actor. As we will see again in the third lesson, investigations in this type of themes are concerned especially with: the different types and forms of languages that are used by a social actor for communication purposes; the social distribution of used languages, i.e. their roles and status within the social life world of an actor; the language policies used by a social actor for his communication necessities; the appropriation and effective use of language resources; the similarities and dissimilarities of language resources over different life worlds; the evolutionary dynamics of languages.
2 nd topic - Culture and social reality -
We say that the social reality of the Lebenswelt of an actor is a constructed, produced one that assigns collectively agreed functions and roles to brute facts (cf. [SEA 98]) 2 nd topic Culture and social reality on which people are expected to conform their behaviour if dealing, interacting with a social actor and participating in its activities. In other words: the different entities composing a social Lebenswelt of an actor are qualified entities mainly with respect to the interests, desires, needs or again missions of a social actor; to the history and the traditions of the social actor; to the given (natural) specificities of the world the social actor inhabits and has to control.
In this sense, the culture or a specific cultural form: 2 nd topic Culture and social reality composes the symbolic or meaning realm of the Lebenswelt of a social actor; which qualifies or again frames (defines, illustrates, describes, explains, ) the specificities and particularities of the social reality of its Lebenswelt and which is essential for the maintenance and evolution of the identity and integrity of the Lebenswelt. Remember: culture is, among others, a qualification means a cognitive and potestive (i.e. power) resource of the social actor for as Lévi-Strauss has put it [LEV 58] inhabiting and controlling the world.
But the common cognitive reference frame can constitute an extremely complex and multi-facetted realm. 2 nd topic Culture and social reality Example: the socio-linguistic status of (sub-)languages as an appropriate communication means. A natural language such as French or English, socio-linguistically speaking, can constitute alone or in combination with other sign systems - : intimate languages; specialised professional languages; global lingua franca; group specific languages; pidgins; written and oral languages. This means: a social actor may dispose of common communication resources but they are differently weight, more or less appropriate and even more or less easily accessible,
More generally speaking the culture of a social actor is a multifacetted and complex meaning realm where : 2 nd topic Culture and social reality globally shared values coexist with only locally shared ones (i.e. with values that are shared only by a sub-group of the social actor); traditional - orthodox values may coexist with heterodox ones; different, concurrent values may be available for qualifying the Lebenswelt of the social actor (or a part of its Lebenswelt); a same value may be weighted differently by different agents composing a social actor, etc.
2 nd topic Culture and social reality This complexity and multi-facetted nature of the meaning realm proper to the culture of an actor shows as already theorised in classical rhetoric [LAU 61] that the process of qualification itself, of the framing of the world is a complex and generally controversial process motivated by : the identity and the social status of the agents who are engaged in a (formal or informal, deliberate or not) qualification process or who are supporting a given qualification; the differences of interests, needs or desires of the concerned agents; the differences in existing traditions, habitudes, customs (i.e. social genres) and also the specificity, the specific nature of the life world itself. Example: linguistically relevant qualification processes : creolization, pidginisation, specialisation, loan translation,
A qualification itself may be: elaborated and imposed deliberately as a policy (language policy, social policy, education policy, ); 2 nd topic Culture and social reality the result or the consequence of a collective process of repetitive events, (language evolution, ); the result or the consequence of (social) mimicry (fashion, eating habitudes, political ideas, ); shared collectively or only by some small groups, unquestionable or possess a more or less transient, ephemeral status, etc. Remark: the production and imposition of new qualifications are always dependent on previous, already existing qualifications, i.e. traditions, habitudes, customs, determining social networks, the social nature, the social practices, of an actor
3 rd topic - Sense of reality vs sense of imagination -
Furthermore, culture as a qualification or framing process attributes different existential status to qualified entities. 3 rd topic Sense of reality and sense of imagination We speak here in reference to the Greimas of the semiotic modalities of cultural existence of entities composing, organising the life world of a social actor: In this sense, the life world of a social actor is full up of: existing and not-existing entities; real and possible or imagined entities; desired and feared entities; true and false, fake, fictitious entities; probable and not probable entities; etc. Example: the social network configuration as a real one, possible one, true one or fake one, secret one, probable one
In taking into account these (and certainly other) semiotic modalities of cultural existence, we can better understand the complementarity of the two central cognitive dimensions what Musil has called 3 rd topic Sense of reality and sense of imagination the sense of (political, economic, historic, ) reality the sense of (artistic, literary, scientific, ) imagination Indeed, each actor has to qualify a specific set of entities (objects, activities, spaces, periods,.) as real entities that acquire the epistemic status of objectivity, naturalness or even unquestionability because of their traditional and habitual (routine) character, their institutionalized character ([BEL 66]), their more or less preferential status in a community [(LEW 70])
On the other hand, no social actor can content itself with this sense of reality. 3 rd topic Sense of reality and sense of imagination Every social actor has for its sake and survival to cultivate its sense of imagination in order, for instance: to develop and test possible scenarios of its actual reality and its history, to train its capacity to understand and classify other forms of social realities (i.e. other Lebenswelten or life worlds) to be able to integrate in a productive way other forms of social realities in its reality which will be more or less profoundly modified by these integrations. Such and other tasks constitute the deep social justifications of scientific, artistic, literary, critical, investigations even if they do not fit with the economic and social success criteria of our liberal world not with the moral criteria of monolithic, fossilised religious regimes.
3 rd topic Sense of reality and sense of imagination Every culture is provided with a sort of cognitive meta-level that enables a social actor to reflect and interpret its specificity and identity, its historical (mythical) destinee, the other (i.e. other social actors) and especially possible scenarios of (its) life world (Lebenswelt). Specialised sign systems : «secondary modelling systems» (in the sense of Y. Lotman) Examples of secondary modelling systems: arts and literature; science; (secularised) ideological systems and elaborations; mythological, religious and para-religious systems; etc. Peter Stockinger: Sign, sign systems and culture (Paris, 2004)
4 th topic - Cultural competence and «enculturation» -
4 th topic Cultural competence and enculturation But a second central aspect of culture is culture as a constraint, This is the picture of culture as a set of norms or as a normative framework : a sort of implicit or explicitly formulated social contract that enables the reciprocal expectations between the members of a social actor concerning the internal organization of this actor and its relationships with the outer world that distributes, furthermore, duties and liberties among the members of the social actor in order to make workable, to maintain, to evolve the life world of a social actor. Example : the expectations, duties and liberties of the member s of the social actor family.
Furthermore, to life in the life world of a social actor means: 4 th topic Cultural competence and enculturation to have not only an interest/desire or need to do this (or again to be constrained to do this) but also to have the appropriate competence to do this or, at least to have the opportunity to acquire this competence. Example: living in the Lebenswelt of soccer fan club means: to understand the social network of it and to be able to occupy some place within it, to know the symbols of it, to know the time agenda of this club, to be able to communicate with them in their language(s), to engage actively in its particular activities, etc.
A cultural competence (lato sensu) itself is a capital ([BOU 79], [BOU 81]) an agent possesses in interacting with a social actor or in living in the life world of the social actor : 4 th topic Cultural competence and enculturation Examples of different species of (lato sensu) cultural capital: knowing of people : social networks in the sense of a social capital (P. Bourdieu [86]; ) possessing social environment : (goods, services, ) economic capital possessing and manipulating principal topics, ideas: cultural capital (stricto sensu) possessing the languages: (socio-)linguistic capital Possessing the skills : practical capital
4 th topic Cultural competence and enculturation This means that a cultural competence for interacting with a social actor and living in his Lebenswelt, is composed of two central dimensions: a cognitive dimension the competence as a knowledge or a skill (for understanding, interpreting, the culture of a social actor) a potestive dimension the competence as a (technical, political, economic, military, intellectual, ) power for occupying a position in the Lebenswelt of a social actor and evolving within it.
The acquisition of a cultural competence can take schematically speaking the form of an enculturation or that of an acculturation. 4 th topic Cultural competence and enculturation acculturation: a person or a group integrates (more or less well) the cultural realm of another social actor (cf. latter on in this lecture, the question of multi- and interculturalism) enculturation is the process of acquisition of one s culture, i.e. especially of basic values and norms (via socialisation ; cf. [HER 63]) There are different forms and genres of education, but basically, we have to distinguish between: primary enculturation by a first socialisation (family, school, daily life, ): family, social environment, secondary enculturations via different forms and institutions of learning or inculcation (school, work place, ) : professional,
Enculturation furthermore, knows: a formal dimension (called education ) 4 th topic Cultural competence and enculturation an informal dimension which covers all opportunities to appropriate, internalize the knowledge, values and norms of a group, of a social actor. In this sense: enculturation is a life long process which starts already, so to speak, before the birth and which ends with the physical death of a person; which has very much to do of what is called, to-day, lifelong learning or again ubiquitous learning
5 th topic - Multiculturalism and Interculturalism -
Multiculturalism at least two different acceptations: 5 th topic Multi- and interculturalism different cultures that coexist within one social actor (one society, one state, ) a person that belongs to different social actors, lives in different Lebenswelten Multiculturalism : is an official cultural policy in Canada and Australia : cultural mosaic as opposed to the melting pot doctrine associated with the USA cultural mosaic means the coexistence and preservation of different cultures within the frontiers of one state, one society (such as Canada, Switzerland or Australia) The multicultural model is also opposed to the idea of classical the (dominantly mono-cultural) nation state model in Europe.
The multicultural reality in many of non-european states and countries: South Africa, Nigeria, India, Indonesia, Australia, : 5 th topic Multi- and interculturalism different natural languages (11 in South Africa, ) different ethnic groups different (social, political, religious, artistic, ) traditions, norms and values, that coexist within some common political frontiers (most recent case: European Community) Problem: Such a multicultural reality cannot reasonably refer to the nation state model as elaborated in Europe since the 18th/19th century (since the French Revolution) and as inculcated through colonialism and, to-day, the global information industry but has to look for other reference models or build on own experiences
This points to the importance of social changes within a social actor in order to adapt social actors such as nations or states to a multicultural reality: 5 th topic Multi- and interculturalism handling spatial dynamics (migration, homogenous local spaces, ) transforming given institutional realities reshaping global and local identities of a social actor producing symbols and global traditions, values, norms, These seem to be some of the most important challenges for: the European Union the post-apartheid South Africa Canada (cf. the Canadian Multiculturalism Act 1985/88)
5 th topic Multi- and interculturalism Interculturalism: forms and modes of exchanges between two different cultures, i.e. two groups, social actors referring to two (partially) different knowledge and value frameworks. In this sense, interculturalism sticks to questions such as : the (historical) relationship between actors living in two different life worlds; the (autonomous or heteronomous) motives determining a relationship between actors living in two different life worlds the position that occupies a social actor with respect to other social actors; the commensurability (and the translatibility ) between two Lebenswelten (what are the bridges between two different Lebenswelten)/
the question of acculturation leads directly to that of the interaction between two different cultural systems (via people or groups, ) 5 th topic Multi- and interculturalism different typical forms of acculturation (cf. [BER 89]) assimilation (giving up/renunciation of one s cultural identity and adoption of a new one) marginalisation (giving up of one s identity without being able or willing to adopt the new one) separation (maintenance of one s cultural identity without adopting the new one) integration (maintenance/adaptation of one s cultural identity and adoption of the new one).