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What It Is: Selected Poems

At Home in the World

Preface: from dispute to collaboration Introduction: melodies of living Part I. Time for Development: 1. Solidity of science and fullness of living: a theoretical expose 2. Imagination and the life course 3. Moving through time: imagination and memory as semiotic processes 4. Models of time for the life course Part II. Spaces for Development: 5. Social framing of lives: from phenomena to theories 6. Stability and innovation in adults narrating their lives: insights from psychotherapy research 7. Paradoxes of learning Part III. Beyond Time and Space: Imagination: 8. We are migrants! 9. Playing while being serious: the lifelong game of development - and its tools 10. Playing under the influence: activity contexts in their social functions 11. 'Old age' as living forward 12. Epilogue: the course of life as a melody.

Human Development in the Life Course: Melodies of Living

This chapter outlines the axiomatic bases for developmental science and briefly reviews its historical origins. It sets up the criterion of consistency—if development is conceptualized as a process it has to be investigated as such—rather than relying on standard nondevelopmental outcome “measures” to govern the empirical part of the knowledge construction effort. Development is conceptualized as qualitative transformation of psychological, social, and psychological structures—that emerge and are maintained through person and environment relations. Methodological innovations that are emphasized include: systemic causality, primacy of single-case longitudinal investigations over cross-sectional aggregation of data for large samples, and the focus on qualitative transformation of structures. The chapter also outlines the implications of the Method of Double Stimulation (introduced by Lev Vygotsky) for the study of development. Developmental science is organism-centered—in the human case that entails assuming a person-centered life-course perspective. Contemporary cultural psychology leads to leaving mono-culturally relevant discourses about children far behind and moving towards constructing a general – yet context-sensitive—science of development.


Keywords:

culture;
epigenesist;
genetic logic;
idiographic science;
methodology

Developmental Epistemology and Implications for Methodology

Cultural psychology brings back to psychology the crucial role of history— which leads to the need for new methodology. Such methodology needs to fit the nature of phenomena—which in psychology are of open systemic nature. Cultural phenomena are historical at all levels: personal (personal life histories), that of society (history of any given society) and at the level of the microgenesis of actions. Such historicity renders a number of habitual empirical practices—such as random sampling and generalization from samples to populations-- inappropriate for science. Despite the tradition in psychology of that treats ―random sampling‖ as normative for science, we show that it constitutes a conceptual dead-end street that moves psychology away from adequate strategies of generalization. Psychology at large can follow the lead of cultural psychology and look at individual cases as systemically organized within themselves, generalizing from such systemic organization of particulars to generic systemic models of the phenomena, with subsequent empirical testing of these models in selected new individual cases. We show the importance of the selection of individual cases for the study through consideration of their historical trajectories moving through a common temporary state (equifinality point). Some of these equifinality points are obligatory—set by the phylogeny of the species or by collective cultural construction. In this paper we propose the Historically Structured Sampling (HSS) - which is based on the acceptance of Equifinality Trajectory Model (ETM)-- as the core for the methodology of selection of the objects of investigation in psychology. This orientation grows out of our look at culture in psychology—especially as it brings to psychology the notion of history. The adoption of culture leads to the necessity to take a new look at some of the key methodological problems in the discipline (Valsiner, 2001a, 2003, 2004). It is the systemic nature of human psychological processes that becomes highlighted by the re-insertion of cultural—higher psychological processes—into our models of the mind. A major problem that blocks research in cultural psychology from developing new methodology is the issue of sampling. Sampling is an inevitable operation in any research project. Any research effort—unless it analyzes the whole realm of the given phenomenon—requires some way of sampling. Some specimens of the existing (known) pool of all specimens are selected—which means others are left out. The researcher generalizes from the studied specimens (sample) to all specimens (population)—and is likely to misjudge what is generalized as it is posited to be applicable to the non-studied cases. Yet, as we show, even moving the sample to cover the population is no automatic solution here.

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Historically Structured Sampling (HSS): How can psychology's methodology become tuned in to the reality of the historical nature of cultural psychology?

Between similarity and sameness

1. Introduction 2. Background and Methods 3. Similarity 4. Difference 5. Negativity 6. Truth 7. Norm 8. Abstraction and Poetic Metaphor 9. Conclusion

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Relational Semantics and the Anatomy of Abstraction

Cognitive linguistics has paid much attention to the role of metaphorical patterns in language and thought. Accordingly, this article offers a diachronical view of the role of the house and home metaphors in Jewish and Israeli literary and nonliterary texts. It offers a semantic as well as a sociocultural perspective on the emergence of, and shifts in, the extended symbolic and metaphorical notion of homeland (moledet) as home. Examining this theme in the poetry of Hayim Nahman Bialik, Avraham Shlonsky, Natan Alterman, and Lea Goldberg, the article points to the process of the fading of the collective home symbol and the emergence of the normal expectation for just a home in Israeli popular songs today, while showing how the dormant metaphor can be awakened and exploited in times of threat, as well as for commercial purposes.

House and home: A semantic stroll through metaphors and symbols

The paper discusses recent changes in the meaning and use of ‘ im (with) in written Israeli Hebrew. It traces such changes mostly in less formal written registers, and argues that they reflect some aspects of the multilingual situation in Israel and the fragile equilibrium between the spoken and written modes. Additional motivations for such changes are shown to be rooted in cognitive processes and in the logic of adding and connecting. Such changes require sometimes syntactical reorganization of sentence patterns. Prepositions, collocations etc. are ‘identity markers’ of languages, registers and styles, hence tracing such changes is a step towards a typological description of various styles in Israeli Hebrew.

The logic of addition: Changes in the meaning of the Hebrew preposition im ("with").

This paper will discuss the constraints and limitation on the morphological derivation of adverbs from nominal kernels and will examine a growing tendency in Modern Hebrew to create novel adverbs from existing nouns with the addition of the suffix +it. A delicate equilibrium is observed between a fairly wide range of freedom of formation and the criterion of meaningfulness. In order to render such novel adverbs meaningful, at least one of two conditions should be met: (a) the existence of inner cohesive semantic relations in the case of immanent adverbs, or (b) reference to fixed content domains or aspects, or fixed or ad-hoc contrasts in the case of external adverbs. Both 'frame semantics' theory as well as 'relevance theory' provide a set of constraints on the derivation of adverbs from nominal kernels and explain why some such forms render utterances odd or unacceptable, while others contribute to overall meaningfulness.

Tamar Sovran

Papers

Between similarity and sameness

Relational Semantics and the Anatomy of Abstraction

House and home: A semantic stroll through metaphors and symbols

The logic of addition: Changes in the meaning of the Hebrew preposition im ("with").

Creativity vs. meaningfulness in adverbial derivation