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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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Journal ArticleDOI
TL;DR: Holquist as mentioned in this paper discusses the history of realism and the role of the Bildungsroman in the development of the novel in Linguistics, philosophy, and the human sciences.
Abstract: Note on Translation Introduction by Michael Holquist Response to a Question from the Novy Mir Editorial Staff The Bildungsroman and Its Significance in the History of Realism (Toward a Historical Typology of the Novel) The Problem of Speech Genres The Problem of the Text in Linguistics, Philology, and the Human Sciences: An Experiment in Philosophical Analysis From Notes Made in 1970-71 Toward a Methodology for the Human Sciences Index

2,824 citations

27 Apr 2011
TL;DR: With this translation, Buhler's ideas on many problems that are still controversial and others only recently rediscovered, are now accessible to the English-speaking world.
Abstract: Karl Buhler (1879-1963) was one of the leading theoreticians of language of this century. His masterwork Sprachtheorie (1934) has been praised widely and gained considerable recognition in the fields of linguistics, semiotics, the philosophy of language and the psychology of language. The work has, however, resisted translation into English partly because of its spirited and vivid style, partly because of the depth and range of analysis, partly because of the great erudition of the author, who displays a thorough command of both the linguistic and the philosophical traditions. With this translation, Buhler's ideas on many problems that are still controversial and others only recently rediscovered, are now accessible to the English-speaking world.Contents: The work is divided into four parts. Part I discusses the four “axioms” or principles of language research, the most famous of which is the first, the “organon model”, the base of Buhler's instrumental view of language. Part II treats the role of indexicality in language and discusses deixis as one determinant of speech. Part III examines the symbolic field, dealing with context, onomatopoeia and the function of case. Part IV deals with the elements of language and their organization (syllabification, the definition of the word, metaphor, anaphora, etc).The text is accompanied by: Translator's preface; Introduction (by Achim Eschbach); Glossary of terms and Bibliography of cited works (both compiled by the translator); Index of names, Index of topics.

495 citations

Book
01 Sep 2016
TL;DR: In this paper, Markova presents an ethics of dialogicality as an alternative to the narrow perspective of individualism and cognitivism that has traditionally dominated the field of social psychology.
Abstract: Dialogue has become a central theoretical concept in human and social sciences as well as in professions such as education, health, and psychotherapy. This 'dialogical turn' emphasises the importance of social relations and interaction to our behaviour and how we make sense of the world; hence the dialogical mind is the mind in interaction with others - with individuals, groups, institutions, and cultures in historical perspectives. Through a combination of rigorous theoretical work and empirical investigation, Markova presents an ethics of dialogicality as an alternative to the narrow perspective of individualism and cognitivism that has traditionally dominated the field of social psychology. The dialogical perspective, which focuses on interdependencies among the self and others, offers a powerful theoretical basis to comprehend, analyse, and discuss complex social issues. Markova considers the implications of dialogical epistemology both in daily life and in professional practices involving problems of communication, care, and therapy.

95 citations

Journal ArticleDOI
TL;DR: The authors reviewed the debate and introduced the recent concepts of position exchange and symbolic resources, focusing on the societal side of culture, on the way in which social situations shape people's experiences.
Abstract: Internalization, the process by which culture becomes mind, is a core concept in cultural psychology. However, since the 1990s it has also been the source of debate. Critiques have focused on the underlying metaphor of internal-external as problematic. It has been proposed that appropriation provides a better conceptualization, a term that focuses attention more on behavior and less on psychological processes. The present article reviews the debate and introduces the recent concepts of position exchange and symbolic resources. Position exchange focuses on the societal side of culture, on the way in which social situations shape people’s experiences. Symbolic resources focus on culture in terms of specific elements, such as books, films, and so on, which also shape people’s experiences. The key idea common to both position exchange and symbolic resources is that people move through culture, both physically and psychologically. Moving through culture shapes a series of experiences across the lifecourse, and...

56 citations

Book
16 Feb 2017
TL;DR: The Constructive Mind as mentioned in this paper is an integrative study of the psychologist Frederic Bartlett's life, work and legacy, where Wagoner contextualises the development of key ideas in relation to his predecessors and contemporaries.
Abstract: The Constructive Mind is an integrative study of the psychologist Frederic Bartlett's (1886–1969) life, work and legacy. Bartlett is most famous for the idea that remembering is constructive and for the concept of schema; for him, 'constructive' meant that human beings are future-oriented and flexibly adaptive to new circumstances. This book shows how his notion of construction is also central to understanding social psychology and cultural dynamics, as well as other psychological processes such as perceiving, imagining and thinking. Wagoner contextualises the development of Bartlett's key ideas in relation to his predecessors and contemporaries. Furthermore, he applies Bartlett's constructive analysis of cultural transmission in order to chart how his ideas were appropriated and transformed by others that followed. As such this book can also be read as a case study in the continuous reconstruction of ideas in science.

55 citations

References
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Book
01 Jan 2003
TL;DR: In this article, the authors present an overview of different theoretical approaches to transfer of knowledge and skill, including recent attempts at reconceptualisation, and argue that this process is not just the transfer of intact knowledge and skills from task to task, but that as evidence increasingly shows in the process of transfer knowledge and contexts are changed.
Abstract: This volume presents the research outcomes of Working Group 2 of Cost Action A11, 'Flexibility, transferability, mobility as targets of vocational education and training'. The group focused on the issue of transfer of learning in vocational education and training and the development of new conceptual tools for the promotion of transformative learning. The book presents an overview of different theoretical approaches to transfer of knowledge and skill, including recent attempts at reconceptualisation. The emphasis is on a perception of learning as boundary crossing between contexts. It is argued that this process is not just the transfer of intact knowledge and skills from task to task or from the school to the workplace, but that as evidence increasingly shows in the process of transfer knowledge and contexts are changed. The chapters are: From transfer to boundary-crossing between school and work as a tool for developing vocational education: an introduction / Terttu Tuomi-Grohn, Yrjo Engestrom and Michael Young. Part one, 'Boundary-crossing as a theoretical basis for research on transfer', contains: Conceptualizing transfer: from standard notions to developmental perspectives / Turttu Tuomi-Grohn and Yrjo Engestrom; Consequential transitions: a developmental view of knowledge propagation through social organizations / King Beach; Transfer and transition in vocational education: some theoretical considerations / David Guile and Michael Young. Part two, 'Learning and transfer in vocational education', contains: Exploration of an industrial enterprise as a method of boundary-crossing in vocational education / Barbel Furstenau; Developing competence during practice periods: the learner's perspective / Johan van der Sanden and Christa Teurlings; Curriculum-embedded mastery learning as a tool for fostering transfer / Frank Achtenhagen; Boundary-crossing in the context of intercultural learning / Susanne Weber; 'Speaking from experience': boundary-crossing within a pre-vocational education programme in Ireland / Gary Granville and Mary Reilly; Developmental transfer as a goal of internship in practical nursing / Terttu Tuomi-Grohn; Promoting developmental transfer in vocational teacher education / Pirjo Lambert. Part three, 'Learning in workplace', contains: Learning in working life: from theory to practice / Petra Angervall and Per-Olof Thang; A model for analyzing knowledge content and processes of learning a trade within alternance vocational training / Annalisa Sannino, Alain Trognon and Lara Dessagne; Workplace learning across activity systems: a case study of sales engineers / Sten R. Ludvigsen, Anton Havnes and Leif Chr. Lahn; Epilogue: from transfer to boundary-crossing / Roger Saljo.

479 citations

Journal ArticleDOI
TL;DR: In this paper, historical evidence pertaining to self hood is reviewed and a scheme of stages is delineated, according to which the modern self and its uncertainties have evolved, and the historical data are then reviewed in connection with the following four major problems regarding the self: knowing and conceptualizing the self; defining or creating the self, understanding one's potential and fulfilling it; and relating the single self to society.
Abstract: In this article, historical evidence pertaining to self hood is reviewed. A scheme of stages is delineated, according to which the modern self and its uncertainties have evolved. The historical data are then reviewed in connection with the following four major problems regarding the self: knowing and conceptualizing the self; defining or creating the self; understanding one's potential and fulfilling it; and relating the single self to society.

460 citations

Book
17 Aug 1995
TL;DR: Definitive collection of Bentham's work on the model prison, key to Foucault's theory of power as discussed by the authors, can be found in the library of the University of Edinburgh.
Abstract: Definitive collection of Bentham's work on the model prison, key to Foucault's theory of power.

459 citations

Book
23 Jun 1997
TL;DR: Theoretical bases for a theory of bounded variability in human psychological development have been studied in this article, with a focus on cultural regulation and the development of children's actions at meal times.
Abstract: Developmental and Nondevelopmental Orientations in Psychology, and Their Contexts. Basic Assumptions Underlying Psychological Research. Crossroads of the Deductive and Inductive Lines of Knowledge Construction in Psychology. Theoretical Bases for a Theory of "Bounded Indeterminacy" of Development. The Theoretical System. Actions in Culturally Organized Contexts: Settings of Mealtimes. Cultural Regulation and the Development of Children's Actions at Mealtimes. Cultural Autoregulation of the Self: Semiotic Mediation of the Intrapsychological Realm. Conclusions: "Bounded Variability" in Human Psychological Development, and the Methodology for Its Study. References. Index.

455 citations

Book
01 Jan 2001
TL;DR: The authors provide a systematic account of how narrative self-construction works and a dialogic account of selfconstruction that focuses on the social, cultural, and relational contexts of storytelling, and step-by-step guidance on how to uncover and document meaningful patterns in transcribed narrative data.
Abstract: Narrative discourse -- in therapy, or with a friend -- can construct or transform the narrator's self. With his sophisticated theoretical and methodological approach, the author provides: -- A systematic account of how narrative self-construction works. -- A dialogic account of self-construction that focuses on the social, cultural, and relational contexts of storytelling. -- Step-by-step guidance on how to uncover and document meaningful patterns in transcribed narrative data.

446 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.