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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TL;DR: A number of descriptions of disorganized narrative phenomena are compared with each other and it is shown how a therapeutic intervention can be tailored to giving consistency to stories.
Abstract: The self-narratives used by individuals to give meaning to their experience need a certain degree of clarity and consistency if they are to promote adaptation and be effective at guiding behavior. Various authors have noted how some patients are unable to put together well-organized stories. The individuals in question have often been diagnosed with schizophrenia or personality disorders, or have suffered serious traumas. The purpose of this special issue is, on the one hand, to compare a number of descriptions of disorganized narrative phenomena with each other and, on the other, to show how a therapeutic intervention can be tailored to giving consistency to stories.
55 citations
TL;DR: This paper explores the multi-voiced nature of the self, drawing upon Lacan's theory of subjectivity and Bakhtin's concept of dialogism, and argues that the aim of therapy should be the facilitation of a complex subjectivity, whereby the different subject positions can be fluently articulated within an overall reflexive frame.
Abstract: Approaches that view the self as constituted by socio-cultural processes and as plural, consisting of a multiplicity of states, positions, functions, etc., have flourished in the last decades. This paper explores the multi-voiced nature of the self, drawing upon Lacan's theory of subjectivity and Bakhtin's concept of dialogism. Subjectivity is seen as constituted through language as expressed in the speech of the subject's important early others. The psychoanalytic concept of transference, understood as a semiotic process of enacting early interpersonal patterns in the subject's present relations, provides a link between the unfolding of subjectivity in the present and its historical continuity. The articulation of subjectivity is discussed through a micro-analysis of extracts from sessions of a long-term psychoanalytic psychotherapy. The analysis demonstrates the enactment of transferential dialogical positions at the beginning of the therapy and traces their recognition by the client through the gradual development of increasingly reflexive subject positions towards the end of therapy. It is argued that the aim of therapy should be the facilitation of a complex subjectivity, whereby the different subject positions can be fluently articulated within an overall reflexive frame.
55 citations
TL;DR: In this paper, the authors introduce the theory of the dialogical self as a means of theorizing the conflicts that can arise between a person's commitments to multiple communities, and illustrate the contribution of the theory through an idiographic analysis of diaries kept by one British woman living through World War II.
Abstract: Recent developments of the concept of “sense of community” have highlighted the multiplicity of people's senses of community. In this article, the authors introduce the theory of the dialogical self as a means of theorizing the conflicts that can arise between a person's commitments to multiple communities. They ask the question, “When faced with conflicting community commitments, how does a person decide where his or her allegiances lie?” The contribution of the theory of the dialogical self is illustrated through an idiographic analysis of diaries kept by one British woman living through World War II. Conflicting commitments to her home community and to the national community's war effort provoke troubling dilemmas and efforts to resolve them through internal dialogues. Contributions to theory, research, and practice are discussed.
54 citations
TL;DR: In this article, the authors introduce the notion of subcommunities of voices, i.e., constellations of voices that appear unassimilated to each other, and apply the assimilation model to clients with borderline or dissociative disorders.
Abstract: The assimilation model is an empirically researched account of psychotherapy process, focusing on stages of clients’ change. According to the model, traces of a person's experiences are manifested as agentic internal voices, and personality is understood as a community of such voices. This study focuses on how unassimilated voices appear clinically, and it applies the assimilation model to clients with borderline or dissociative disorders. We introduce the notion of subcommunities of voices, i.e., constellations of voices that appear unassimilated to each other. They are manifested as drastic shifts in self-states and availability of personal resources. We propose five distinctions and illustrate them with clinical examples: Voices or subcommunities (1) may be dominant or nondominant and (2) included in a community to different degrees. They (3) may express broader or more limited segments of experience, which (4) may be processed more or less thoroughly. Finally, (5) they may be avoided or engaged by the...
54 citations
31 Dec 1996
53 citations