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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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Journal ArticleDOI
TL;DR: Within military culture there is a protected version of masculinity as discussed by the authors, and the theory of symbolic resources (Zittoun, Duveen, Gillespie, Ivinson, & Psaltis, 2003) recognizes that people are positioned to be men.
Abstract: Within military culture there is a protected version of masculinity. The theory of symbolic resources (Zittoun, Duveen, Gillespie, Ivinson, & Psaltis, 2003) recognizes that people are positioned wi...

53 citations

Journal ArticleDOI
TL;DR: In this article, Roberts is well known for his research and writing in the fields of youth studies, lei... and children's mental health, and is a well-known authority in the UK.
Abstract: by Ken Roberts, Basingstoke, Palgrave, 2009, 243 pp., £19.99 (paperback), ISBN 978‐0‐230‐21444‐6 Professor Ken Roberts is well known for his research and writing in the fields of youth studies, lei...

52 citations

Journal ArticleDOI
Aaro Toomela1
TL;DR: It is proposed that structural-systemic methodology that dominated psychological thought in the pre-WWII continental Europe is philosophically and theoretically better grounded than the other methodologies that can be distinguished in psychology today.
Abstract: In this article modern qualitative and mixed methods approaches are criticized from the standpoint of structural-systemic epistemology. It is suggested that modern qualitative methodologies suffer from several fallacies: some of them are grounded on inherently contradictory epistemology, the others ask scientific questions after the methods have been chosen, conduct studies inductively so that not only answers but even questions are often supposed to be discovered, do not create artificial situations and constraints on study-situations, are adevelopmental by nature, study not the external things and phenomena but symbols and representations—often the object of studies turns out to be the researcher rather than researched, rely on ambiguous data interpretation methods based to a large degree on feelings and opinions, aim to understand unique which is theoretically impossible, or have theoretical problems with sampling. Any one of these fallacies would be sufficient to exclude any possibility to achieve structural-systemic understanding of the studied things and phenomena. It also turns out that modern qualitative methodologies share several fallacies with the quantitative methodology. Therefore mixed methods approaches are not able to overcome the fundamental difficulties that characterize mixed methods taken separately. It is proposed that structural-systemic methodology that dominated psychological thought in the pre-WWII continental Europe is philosophically and theoretically better grounded than the other methodologies that can be distinguished in psychology today. Future psychology should be based on structural-systemic methodology.

51 citations

Book
10 Jul 1998
TL;DR: In this paper, a post-modern approach to conceptualizing and working with human systems is presented, which is called Generative Conversations: A Postmodern Approach to Conceptualising and Working with Human Systems (H. Allen and B. Allen).
Abstract: Introduction. THEORETICAL PERSPECT. Redecision Therapy: Through a Narrative Lens (J. Allen & B. Allen). Generative Conversations: A Postmodern Approach to Conceptualizing and Working with Human Systems (H. Anderson & S. Levin). Adlerian Psychotherapy as a Constructivist Psychotherapy (J. Carlson & L. Sperry). How Rational Emotive Behavior Therapy Belongs in the Constructivist Camp (A. Ellis). Setting Aside the Model in Family Therapy (L. Hoffman). Ericksonian Emergent Epistemologies: Embracing a New Paradigm (S. Lankton & C. Lankton). Possibility Therapy: An Inclusive, Collaborative, Solution--Based Model of Psychotherapy (W. O'Hanlon). Strange Attractors and the Transformation of Narratives in Family Therapy (C. Sluzki). CONVERSATIONS AND SONGS. Constructing Therapeutic Realities: A Conversation with Paul Watzlawick (P. Watzlawick & M. Hoyt). Honoring Our Internalized Others and the Ethics of Caring: A Conversation with Karl Tomm (K. Tomm, et al.). Interviewing Fear and Love: Implications for Narrative Therapy (R. Doan). Master of Faster and The Problem Talks Back (J. Goldfield). SPECIFIC CLINICAL APPLICATIONS. Children's Stories, Children's Solutions: Social Constructionist Therapy for Children and Their Families (J. Cha). Minimizing Hierarchy in Therapeutic Relationships: A Reflecting Team Approach (S. Cohen, et al.). Escaping the Lost World of Impossibility: Honoring Clients' Language, Motivation and Theories of Change (B. Duncan, et al.). Solution--Focused Couple Therapy: Helping Clients Construct Self--Fulfilling Realities (M. Hoyt & I. Berg). Solution--Focused Ideas for Briefer Therapy with Longer--Term Clients (J. Kreider). The Narrative Solutions Approach for Retelling Children's Stories: Using Preferred Views to Construct Useful Conversations (T. Lund & J. Eron). 19. A Narrative Approach to Anorexia: Discourse, Reflexivity, and Questions (S. Madigan). Internalized Other Questioning with Men Who Are Violent (D. Nylund & V. Corsiglia) (with commentary by Alan Jenkins). Using--Therapeutic Splits to Construct Empathic Narratives (H. Omer). From "Either--Or" to "Both--And": Treating Dissociative Disorders Collaboratively (R. Schwarz).

51 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.