Book•
Human Development in the Life Course: Melodies of Living
14 Nov 2013-
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.
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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 2016TL;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
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 1953
TL;DR: Worringer's landmark study in the interpretation of modern art, first published in 1908, has seldom been out of print as discussed by the authors, and its profound impact not only on art historians and theorists but also for generations of creative writers and intellectuals is almost unprecedented.
Abstract: Wilhelm Worringer's landmark study in the interpretation of modern art, first published in 1908, has seldom been out of print. Its profound impact not only on art historians and theorists but also for generations of creative writers and intellectuals is almost unprecedented. Starting from the notion that beauty derives from our sense of being able to identify with an object, Worringer argues that representational art produces satisfaction from our "objectified delight in the self," reflecting a confidence in the world as it is-as in Renaissance art. By contrast, the urge to abstraction, as exemplified by Egyptian, Byzantine, primitive, or modern expressionist art, articulates a totally different response to the world: it expresses man's insecurity. Thus in historical periods of anxiety and uncertainty, man seeks to abstract objects from their unpredictable state and transform them into absolute, transcendental forms. Abstraction and Empathy also has a sociological dimension, in that the urge to create fixed, abstract, and geometric forms is a response to the modern experience of industrialization and the sense that individual identity is threatened by a hostile mass society. Hilton Kramer's introduction considers the influence of Worringer's thesis and places his book in historical context.
172 citations
01 Jan 1894
TL;DR: In this article, a wertvolles Vorrecht des Rektors is defined, i.e., the Recht of a Rektor, which states that a Rektor must be verhaltnismassig leicht ein Thema zu nden, das mit Sicherheit auf allgemeines Interesse rechnen kann.
Abstract: Es ist ein wertvolles Vorrecht des Rektors, dass er am Stifungsfeste der Universitat das Ohr ihrer Gaste und ihrer Mitglieder fur einen Gegenstand aus dem Umkreise der von ihm vertretenen Wissenschaft in Anspruch nehmen darf: die P icht aber, welche diesem Recht entspricht, verwickelt den Philosophen in ganz besondere Bedenken. Freilich ist es fur ihn verhaltnismassig leicht ein Thema zu nden, das mit Sicherheit auf allgemeines Interesse rechnen kann. Aber dieser Vorteil wird bedeutend durch die Schwierigkeiten uberwogen, welche die Eigenart der philosophischen Untersuchungsweise mit sich bringt. Alle wissenschaftliche Arbeit ist darauf gerichtet, ihren besonderen Gegenstand in einen weiteren Kreis zu rucken und die einzelne Frage aus allgemeineren Gesichtspunkten zu entscheiden. Soweit steht es mit der Philosophie nicht anders als mit den ubrigen Wissenschaften: aber wahrend die letzeren mit einer fur die Spezialforschung genugenden Zuverlassigkeit solche Prinzipien als fest und gegeben behandeln durfen, ist es fur die Philosophie wesentlich, dass ihr eigentliches Untersuchungsobjekt eben die Prinzipien selbst sind, dass sie also ihre Entscheidungen nicht aus einem Allgemeineren ableiten kann sondern jedesmal im Allgemeinsten selber zu bestimmen hat. Fur die Philosophie gibt es streng genommen uberhaupt keine Spezialuntersuchung; jedes ihre Sonderprobleme dehnt seine Linien von selbst in die hochsten und letzten Fragen aus. Wer uber philosophische Dinge philosophisch reden will, muss allemal den Mut haben, im ganzen Stellung zu nehmen, und er muss auch den schwerer zu bewahrenden Mut haben, seine Zuhorer auf das hohe Meer allgemeinster Uberlegungen hinauszufuhren, wo dem Auge wie dem Fuss das feste Land zu entschwinden droht.
170 citations
Book•
01 Sep 1991
TL;DR: In this article, a new concept based on the Vygotsky-Luria-Leont'ev school is proposed to analyze the effect of historical change and cross-cultural differences on the processes of verbal thinking.
Abstract: Explores the effect of historical change and cross-cultural differences on the processes of verbal thinking, and proposes a new concept based on the Vygotsky-Luria-Leont'ev school. Analyzes traditional and modern theories of the historical development of thinking, and of the connections between cult
170 citations
Book•
01 Jan 2009
TL;DR: Theoretical Foundations Argumentation as an Object of Interest and as a Social and Cultural Resource, Eddo Rigotti and Sara Greco Morasso Psychosocial Processes in Argumentation, Nathalie Muller Mirza, Anne-Nelly Perret-Clermont, Valerie Tartas, and Antonio Iannaccone Argumentation and Learning, Baruch B Schwarz Argumentative Interactions and the Social Construction of Knowledge, Michael Baker Argumentative Design, Jerry E B Andriessen and BaruchB Schwarz Part II Practices Developing Argumentation: Lessons Learned in
Abstract: Introduction, Nathalie Muller Mirza and Anne-Nelly Perret-Clermont Part I Theoretical Foundations Argumentation as an Object of Interest and as a Social and Cultural Resource, Eddo Rigotti and Sara Greco Morasso Psychosocial Processes in Argumentation, Nathalie Muller Mirza, Anne-Nelly Perret-Clermont, Valerie Tartas, and Antonio Iannaccone Argumentation and Learning, Baruch B Schwarz Argumentative Interactions and the Social Construction of Knowledge, Michael Baker Argumentative Design, Jerry E B Andriessen and Baruch B Schwarz Part II Practices Developing Argumentation: Lessons Learned in the Primary School, Neil Mercer Argumentation in Higher Education: Examples of Actual Practices with Argumentation Tools, Jerry E B Andriessen The Argumentum Experience, Sara Greco Morasso Author Index Subject Index
169 citations
06 Dec 2017
TL;DR: This article found that imitation is communicative in toddlers and autistic children, and that imitation was associated with the achievement of co-ordinated action with others in early mother-infant interaction.
Abstract: Part I General Processes: 1. Two principles of communication - co-regulation and framing, Alan Fogel 2. Intersubjective vocal imitation in early mother-infant interaction, Giannis Kugiumutzaki 3. The function of emotions in early infant communication and development, Colwyn Trevarthen 4. The development of intentional communication - a re-analysis, Luigia Camaioni 5. Communication and the development of symbolic play - the need for a pragmatic perspective, Michel Deleau 6. Imitation and toddlers' achievement of co-ordinated action with others, Carol O. Eckerman 7. What makes immediate imitation communicative in toddlers and autistic children? Jacqueline Nadel and Anne Peze. Part II Communication in different social contexts: 8. The social construction of meaning in early infant-parent and infant-peer relations, Luigia Camaioni 9. The structures of peer participation in shared activity - frameworks for acquiring communicative knowledge, Grace Wales Shugar 10. Effects of adult presence on communicative behaviour among toddlers, Biran Mertan et al 11. Contributions of actor and partner to dyadic interaction in toddlers - a longitudinal study, Cornelis F.M. van Lieshout et al 12. Constructing social communication with peers - domains and sequences, Carollee Howes et al.
166 citations