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Human Development in the Life Course: Melodies of Living

TL;DR: In this article, the authors propose a model of time for the life course and a melody of life as a melody, which they describe as "playing while being serious" and "playing under the influence".
Abstract: 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.
Citations
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05 Sep 2013

3 citations


Cites background from "Human Development in the Life Cours..."

  • ...…the emphasis on subjective appraisals of objective life situations, by focusing on goals involved in the care situation and by highlighting processes of cognitive adaptation, such as accommodative efforts, we underline that ‘reality’ is mostly ‘reality as it is perceived’ (see Zittoun et al, 2013)....

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Journal ArticleDOI
TL;DR: The methodological article explores the process by which identity rupture generated by work-related burnout is encountered and managed over time and identifies four thematically and temporally overlapping meaning making patterns: defining and legitimating illness, encountering and resisting the 'vulnerable' Other in self, developing and testing a new identity, and recapturing the past self.
Abstract: The methodological article explores the process by which identity rupture generated by work-related burnout is encountered and managed over time. The article presents an in-depth case study based on follow-up interviews with a woman in her sixties. The study attempts to discover what kinds of continuities and changes in meaning making patterns are included in the burnout process and how these meaning making patterns are used to perform and negotiate identity stabilities and changes in the life course. The study is part of a larger longitudinal qualitative investigation following a group of Finnish middle-aged employees in the context of burnout rehabilitation. As a result of analysis, four thematically and temporally overlapping meaning making patterns were identified: defining and legitimating illness, encountering and resisting the 'vulnerable' Other in self, developing and testing a new identity, and recapturing the past self. The burnout trajectory seems to consist of temporally stable meaning making patterns, such as legitimation of illness, preservation of the past self and resistance of the patient role. However, it also includes changes in meaning making that imply positively interpreted self-change. The study contributes to the methodological development of qualitative health and life course research.

3 citations

Book ChapterDOI
01 Jan 2015
TL;DR: A revision of the previous edition article by E. Miller, volume 1, pp. 423 and 425, the authors, is presented in this article, which is based on the previous version of this article.
Abstract: This article is a revision of the previous edition article by E. Miller, volume 1, pp. 423–425, © 2001, Elsevier Ltd.

2 citations

Book ChapterDOI
01 Jan 2019
TL;DR: In this article, a sociocultural psychological approach that considers the interdependency between socio-cultural contexts and personal life trajectories is proposed to study school experiences of migrant children as dynamics involving a creative dialogue between home and school.
Abstract: The school failure of migrant children is often explained by their supposed cultural deficit and by mechanisms of social inequalities reproduced by the school institution. However, such hypotheses fail to account for learning trajectories that would escape from social or cultural determinism. For this, we need to turn to students’ own school experiences, about which little is known. In this chapter, we draw on a sociocultural psychological approach that considers the interdependency between sociocultural contexts and personal life trajectories to go beyond a deficit approach. More specifically, we examine how migrant children’s uses of cultural elements can support their meaning-making when confronted to settings preventing their involvement. By means of a case study, we show how a young Kosovar woman in Switzerland performed well at school, overcoming social and institutional barriers. We, moreover, show how rather than nurturing a conflictual relationship with the school institution, she could draw on different symbolic resources that favored her involvement at school. We thus argue for the necessity to study school experiences of migrant children as dynamics involving a creative dialogue between home and school through the use of cultural and symbolic resources, and discuss theoretical and practical implications of such a perspective.

2 citations

References
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Book
01 Jan 1991
TL;DR: This work has shown that legitimate peripheral participation in communities of practice is not confined to midwives, tailors, quartermasters, butchers, non-drinking alcoholics and the like.
Abstract: In this important theoretical treatist, Jean Lave, anthropologist, and Etienne Wenger, computer scientist, push forward the notion of situated learning - that learning is fundamentally a social process. The authors maintain that learning viewed as situated activity has as its central defining characteristic a process they call legitimate peripheral participation (LPP). Learners participate in communities of practitioners, moving toward full participation in the sociocultural practices of a community. LPP provides a way to speak about crucial relations between newcomers and old-timers and about their activities, identities, artefacts, knowledge and practice. The communities discussed in the book are midwives, tailors, quartermasters, butchers, and recovering alcoholics, however, the process by which participants in those communities learn can be generalised to other social groups.

43,846 citations

Book
01 Jan 1957
TL;DR: Cognitive dissonance theory links actions and attitudes as discussed by the authors, which holds that dissonance is experienced whenever one cognition that a person holds follows from the opposite of at least one other cognition that the person holds.
Abstract: Cognitive dissonance theory links actions and attitudes It holds that dissonance is experienced whenever one cognition that a person holds follows from the opposite of at least one other cognition that the person holds The magnitude of dissonance is directly proportional to the number of discrepant cognitions and inversely proportional to the number of consonant cognitions that a person has The relative weight of any discrepant or consonant element is a function of its Importance

22,553 citations

Book
01 Jan 1979
TL;DR: The relationship between Stimulation and Stimulus Information for visual perception is discussed in detail in this article, where the authors also present experimental evidence for direct perception of motion in the world and movement of the self.
Abstract: Contents: Preface. Introduction. Part I: The Environment To Be Perceived.The Animal And The Environment. Medium, Substances, Surfaces. The Meaningful Environment. Part II: The Information For Visual Perception.The Relationship Between Stimulation And Stimulus Information. The Ambient Optic Array. Events And The Information For Perceiving Events. The Optical Information For Self-Perception. The Theory Of Affordances. Part III: Visual Perception.Experimental Evidence For Direct Perception: Persisting Layout. Experiments On The Perception Of Motion In The World And Movement Of The Self. The Discovery Of The Occluding Edge And Its Implications For Perception. Looking With The Head And Eyes. Locomotion And Manipulation. The Theory Of Information Pickup And Its Consequences. Part IV: Depiction.Pictures And Visual Awareness. Motion Pictures And Visual Awareness. Conclusion. Appendixes: The Principal Terms Used in Ecological Optics. The Concept of Invariants in Ecological Optics.

21,493 citations

Journal ArticleDOI
TL;DR: In this paper, the effects of reward or reinforcement on preceding behavior depend in part on whether the person perceives the reward as contingent on his own behavior or independent of it, and individuals may also differ in generalized expectancies for internal versus external control of reinforcement.
Abstract: The effects of reward or reinforcement on preceding behavior depend in part on whether the person perceives the reward as contingent on his own behavior or independent of it. Acquisition and performance differ in situations perceived as determined by skill versus chance. Persons may also differ in generalized expectancies for internal versus external control of reinforcement. This report summarizes several experiments which define group differences in behavior when Ss perceive reinforcement as contingent on their behavior versus chance or experimenter control. The report also describes the development of tests of individual differences in a generalized belief in internal-external control and provides reliability, discriminant validity and normative data for 1 test, along with a description of the results of several studies of construct validity.

21,451 citations

Book
01 Jan 1968
TL;DR: Erikson as mentioned in this paper describes a process that is located both in the core of the individual and in the inner space of the communal culture, and discusses the connection between individual struggles and social order.
Abstract: Identity, Erikson writes, is an unfathomable as it is all-pervasive. It deals with a process that is located both in the core of the individual and in the core of the communal culture. As the culture changes, new kinds of identity questions arise-Erikson comments, for example, on issues of social protest and changing gender roles that were particular to the 1960s. Representing two decades of groundbreaking work, the essays are not so much a systematic formulation of theory as an evolving report that is both clinical and theoretical. The subjects range from "creative confusion" in two famous lives-the dramatist George Bernard Shaw and the philosopher William James-to the connection between individual struggles and social order. "Race and the Wider Identity" and the controversial "Womanhood and the Inner Space" are included in the collection.

14,906 citations

Trending Questions (1)
Is there one course of human development or many?

The answer to the query is not explicitly mentioned in the provided paper. The paper discusses various aspects of human development but does not specifically address whether there is one course or many courses of human development.