Our possessions are a major contributor to and reflection of our identities A variety of evidence is presented supporting this simple and compelling premise Related streams of research are identified and drawn upon in developing this concept and implications are derived for consumer behavior Because the construct of extended self involves consumer behavior rather than buyer behavior, it appears to be a much richer construct than previous formulations positing a relationship between self-concept and consumer brand choice

https://www.jstor.org/stable/pdfplus/2489522.pdf

Possessions and the extended self.

Erik Eriksen is a remarkable individual. He has no college degrees yet is Professor of Human Development at Harvard University. He came to psychology via art, which explains why the reader will find him painting contexts and backgrounds rather than stating dull facts and concepts. He has been a training psychoanalyst for many years as well as a perceptive observer of cultural and social settings and their effect on growing up. This is not just a book on childhood. It is a panorama of our society. Anxiety in young children, apathy in American Indians, confusion in veterans of war, and arrogance in young Nazis are scrutinized under the psychoanalytic magnifying glass. The material is well written and devoid of technical jargon. The theme of the volume is that it is human to have a long childhood which will leave a lifelong residue of emotional immaturity in man. Primitive groups and

Childhood and Society.

Taking the position that “critical pedagogy” and “place-based education” are mutually supportive educational traditions, this author argues for a conscious synthesis that blends the two discourses into a critical pedagogy of place. An analysis of critical pedagogy is presented that emphasizes the spatial aspects of social experience. This examination also asserts the general absence of ecological thinking demonstrated in critical social analysis concerned exclusively with human relationships. Next, a discussion of ecological place-based education is offered. Finally, a critical pedagogy of place is defined. This pedagogy seeks the twin objectives of decolonization and “reinhabitation” through synthesizing critical and place-based approaches. A critical pedagogy of place challenges all educators to reflect on the relationship between the kind of education they pursue and the kind of places we inhabit and leave behind for future generations.

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The Best of Both Worlds: A Critical Pedagogy of Place:

Publisher Summary A series of neurological and philosophical discussions has led to suggestions that space is a model of the environment, constructed from the temporal integration of successive perceptions, which model man as neurologically disposed to create and organize. The model is coordinated to social conventions. It develops and is vulnerable to dissolution. Studies of adults' knowledge about their macroenvironment suggest that human “maps” are not literally maps. Rather, they tend to be fragmented, distorted projectively, and are often several multiple “mini-spatial-representations.” Landmarks and routes are the minimal elements of spatial representation. Survey-representations incorporate configurational elements (outlines, graphic skeletons, figurative metaphors) and may be the final derivative of dense, richly interconnected, and hierarchically organized route maps. The notion of “main sequences” was introduced as a potential explanation for the extensive parallelisms identified among ontogenesis, microgenesis, the course of pathology, and the recovery of function following pathological insult. The development of the sequence of spatial representations in children conforms to the “main sequence” identified in the construction of spatial representation in adults.

/pdf/the-development-of-spatial-representations-of-large-scale-2vac6fj4ml.pdf

The development of spatial representations of large-scale environments

Participatory learning for sustainable agriculture

A nation is democratic to the extent that its citizens are involved, particularly at the community level. The confidence and competence to be involved must be gradually acquired through practice. It is for this reason that there should be gradually increasing opportunities for children to participate in any aspiring democracy, and particularly in those nations already convinced that they are democratic. With the growth of children’s rights we are beginning to see an increasing recognition of children’s abilities to speak for themselves. Regrettably, while children’s and youths’ participation does occur in different degrees around the world, it is often exploitative or frivolous. This Essay is written for people who know that young people have something to say but who would like to reflect further on the process. It is also written for those people who have it in their power to assist children in having a voice, but who, unwittingly or not, trivialize their involvement.

Children's participation : from tokenism to citizenship

Part I, Introduction and Conceptual Issues: Introduction * Children's Developing Capacity to Participate * Organizational Principles * New Models for Involving Children and New Institutional Alliances * Part II, Children's Participation in Practice: Action Research with Children * Environmental Planning, Design, and Construction by Children * Environmental Management * Environmental Monitoring * Public Awareness and Political Action by Children * From Local to Global Through Linking and Networks * Part III, Methods: Drawings and Collages * Mapping and Modelling * Interviewing and Surveys * Media and Communication * Conclusions: Communities for Sustainable Development in the Twenty-First Century * Bibliography * Index

Children's participation: the theory and practice of involving young citizens in community development and environmental care.

Children's Experience of Place

The Development of Spatial Cognition: A Review.

It is with some reticence that I write these comments on the ‘the ladder of children’s participation’ for this metaphor was introduced by me long ago in order to problematise an issue that now has a significant body of practice and critical reflection. But my colleagues, the editors of this volume, suggested that because the ladder is still used a great deal as a model it might be useful to stand back and make a few comments about the ways it has been interpreted. The ladder probably drew so much attention because when it was first published in Children’s Participation: From Tokenism to Citizenship by UNICEF in 1992, there was very little written of a conceptual nature on the theme of children’s participation in their programmes, projects, or organisations. The book was simply meant to stimulate a dialogue on a theme that needed to be addressed critically. But many people have chosen to use the ladder as a comprehensive tool for measuring their work with children rather than as a jumping-off point for their own reflections. This chapter tries to correct some of the misinterpretations of the ladder of children’s participation but, more importantly, it addresses the debates that the model has engendered. I hope in this way to contribute to the ongoing discussions and to encourage the development of new models. First, I discuss what types of participation are, and are not, addressed by the model. Next, in order to clarify my purpose, I recount how I came to write about the subject and to use the ladder as a metaphor. This leads to a review of some of the misunderstandings about the ladder model. I then discuss some of the more important issues that have been raised by others before adding some concerns of my own. The chapter concludes with a request for further critical reflection and the generation of new models.

Roger Hart

Papers

Children's participation : from tokenism to citizenship

Children's participation: the theory and practice of involving young citizens in community development and environmental care.

Children's Experience of Place

The Development of Spatial Cognition: A Review.

Stepping Back from ‘The Ladder’: Refl ections on a Model of Participatory Work with Children