Purpose: Yerkish is an artificial language created in 1971 for the specific purpose of exploring the linguistic potential of nonhuman primates. The aim of this paper is to remind the research community of some important issues and concepts related to Yerkish that seem to have been forgotten or appear to be distorted. These are, particularly, its success, its promising aspects for future research and last but not least that it was Ernst von Glasersfeld who invented Yerkish: he coined the term “lexigrams,” created the first 120 of them and designed the grammar that regulated their combination. Design: The first part of this paper begins with a short outline of the context in which the Yerkish language originated: the original LANA project. It continues by presenting the language itself in more detail: first, its design, focusing on its “lexigrams” and its “correlational” grammar (the connective functions or “correlators” and the combinations of lexigrams, or “correlations”), and then its use by the chimpanzee Lana in formulating sentences. The second part gives a brief introduction to the foundation of Yerkish in Silvio Ceccato’s Operational Methodology, particularly his idea of the correlational structure of thought and concludes with the main insights that can be derived from the Yerkish experiment seen in the light of Operational Methodology. Findings: Lana’s success in language learning and the success of Yerkish during the past decades are probably due to the characteristics of Yerkish, particularly its foundation in operational methodology. The operation of correlation could be what constitutes thinking in a chimpanzee and an attentional system could be what delivers the mental content that correlation assembles into triads and networks. Research implications: Since no other assessment or explanation of Lana’s performances has considered these foundational issues (findings), a new research project or program should validate the above-mentioned hypotheses, particularly the correlational structure of chimpanzee thinking.

Key words: Yerkish, artificial language, correlational grammar, operational methodology, Silvio Ceccato, machine translation, animal communication

Purpose: This study aims to explore, illuminate and hence evoke further reflections on the implications of creating and conserving distinctions that inherently act as simplifications and limit appropriate action. Design/methodology/approach – The approach used was reflective regarding the chosen concept of designing and learning from the perspective of a constitutive epistemology. These were investigated as circularities and as distinctions in language. The variety of intended meanings and hence implicit entailments was examined from the perspective of implicit domains. Findings: A tendency to focus on the results of designing and learning rather than the processes was attributed to several factors including cultural relevance, tangibility, durability and observability. Further, it was found that result and process are arbitrary distinctions in a circular system. It was noted that lack of awareness of multiple domains encourages reification, and that distinctions inherently obscure what happens in the non-articulated aspects of living. However, expertise embraces an ability to attend to such “betweens”. This applies to expertise in the assessment of learning and designing. Originality/value – The most obvious value of the findings is for the field of education. The insights gained indicate that the path of individualized learning with an emphasis on attention to the processes, inclusive of those that are not distinguished and named but can, with reflective experience, be sensed and acted on, has deep epistemological roots. A further implication is that educators require expertise to effectively work with learners, and that effective assessment depends on recurrent conversational interactions between the educator and learner.

Key words: recursion, language, learning, education, epistemology.

Context: Maturana’s lifework is extensive, and consists of a coherent network of interlinked ideas the consequences of which have not been fully explored. Problem: What does it take to understand Maturana’s work? Is “learning” Maturana as arduous as learning a completely different language, or is there sufficient value in learning selected elements of his network of ideas? Method: We discuss these fundamental questions and relate them to aspects of understanding, word meaning and the scientific method. Results: While getting only partially familiar with Maturana can have its merits in certain contexts, there is a clear danger of trying to understand Maturana on the basis of words such as autopoiesis, consciousness, cognition, and science. Implications: We identify three directions in which Maturana’s ideas can be further explored: preparing social media videos, finding ever new domains of application, and their historical-conceptual relativization.

Key words: Language learning, metaphors, scientific method, understanding, word meaning

Learning will be defined as a conceptual activity and teaching distinguished from training. The role of language in these processes will be examined. The author maintains that there can be no understanding without reflection. Reflection is induced by verbalization and can therefore be encouraged by fostering conversation. Ceccato’s notion of ‘operational awareness’ will be shown to be relevant to teaching and compatible with Jean Piaget’s theoretical model.

Key words: machine translation, Ceccato, language

Excerpt: Many philosophers believe metaphysical realism is just plain common sense. Others believe it to be a direct implication of modern science, which paints humans as fallible creatures adrift in an inhospitable world not of their making. Nonetheless, metaphysical realism is controversial. Besides the analytic question of what it means to assert that objects exist independently of the mind, metaphysical realism also raises epistemological problems: how can we obtain knowledge of a mind-independent world? There are also prior semantic problems, such as how links are set up between our beliefs and the mind-independent states of affairs they allegedly represent. This is the Representation Problem. Anti-realists deny the world is mind-independent. Believing the epistemological and semantic problems to be insoluble, they conclude realism must be false. In this entry I review a number of semantic and epistemological challenges to realism all based on the Representation Problem: The Manifestation Argument: the cognitive and linguistic behaviour of an agent provides no evidence that realist mind/world links exist; The Language Acquisition Argument: if such links were to exist language learning would be impossible; The Brain-in-a-Vat Argument: realism entails both that we could be massively deluded (‘brains in a vat’) and that if we were we could not even form the belief that we were; The Conceptual Relativity Argument: it is senseless to ask what the world contains independently of how we conceive of it, since the objects that exist depend on the conceptual scheme used to classify them; The Model-Theoretic Argument: realists must either hold that an ideal theory passing every conceivable test could be false or that perfectly determinate terms like ‘cat’ are massively indeterminate, and both alternatives are absurd.

Metaphors and, more broadly, metaphorical discourse, are widely recognized as not merely significant aspects of human language use, but also as both pervasive and essential elements of the communicative process as we understand it. Metaphors are important to understand for a variety of reasons, and their use and analysis has important implications for many disciplines. Nowhere, though, is this more true than in the case of semiotics. In this article, it is suggested that both historical and contemporary learning theories in general, and theories of language learning in particular, are in fact examples of metaphorical discourse. The case of constructivist epistemology will be examined in particular. The implications of the use of metaphor in such contexts will be explored, and suggestions will be o¤ered for how educators might more carefully discuss and apply metaphorical models of learning.

First paragraph: Ernst von Glasersfeld’s contributions to the LANA Project (the Language Analogue Project) were very important to its seven years of success, 1971–1977, during which the effort was led by the senior author of this paper… Indeed, his contributions have helped perpetuate research into the language skills of apes and sea mammals to this day. Ernst was a member of the original team of 1970 that formulated the proposal to the National Institutes of Health for four years’ funding to develop a computer-monitored keyboard-situation appropriate to research on the language skills of which the great apes might be capable.

Key words: animal communication, LANA project, language learning