Social-ecological semiotics and the complex organization of psyche, language, and culture

Abstract

In each given situation, our words and deeds carry signs and meanings that are contingent on, and reflect, the social-ecological semiotic settings. The purpose of this work is to better understand the complex organization of psyche, language, and culture. The process of hyper-generalization brings affective and cognitive opposites into the whole sign field and guides the whole relating with the world. As well, the process of semiotic mediation entails signs constraining and enhancing both interpersonal and intrapersonal psychological processes and experiences, including through nested systems (the levels of the individual-the relationship-the community-the societal). We present data for Australia and Thailand on Hofstede’s six culture dimensions, that is, power distance, uncertainty avoidance, masculinity/femininity, individualism/collectivism, short-term/long-term orientation & restraint/indulgence. An idealized and dynamic model of relations of Hofstede’s six culture dimensions and four indeterminate pronouns (e.g., ‘every’-one, ‘some’-one, ‘any’-one, ‘no’ one) is proposed. As a framework for construing the complex semiotic organization of (western, English-speaking) culture and psyche, four “cyclical” regulatory statements are outlined, regarding personal constraint, personal enhancement, cultural constraint, and cultural enhancement in language and culture, that is, in semiotic cultural psychology. Examples on the values of caring for people and planet are given to illustrate the social-ecological semiotic framework.

Exploring the Mindsets of Thai Undergraduate Students: A Comprehensive Study of General and Language-Related Beliefs

“…This reverence for learning is accompanied by a set of cultural norms and values that shape students' perceptions of intelligence, talent, and academic endeavors. For instance, the notion of ''jai yen'' (cool heart) underscores the importance of maintaining composure and avoiding outward displays of emotion or frustration (Rutherford & Tuntivivat, 2024), potentially influencing how students navigate setbacks and challenges in their academic journey.…”