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The Dialogical Mind: Common Sense and Ethics

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.
Citations
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Journal ArticleDOI
TL;DR: In this paper , a sociocultural psychology aiming at a better understanding of people's development in their courses of life, unfolding in changing social and cultural environments, is presented, which leads to three core questions: first, if development occurs at the junction of the social and the psychological, how can we theoretically account for the guidance of the socio-cultural world upon people's learning and development, and people's unique capacities to create and transform these environments? Second, if one adopts such a perspective, how do we account for what it is that people develop through life, as they move through a plurality of situations? And third, as people learn and develop through the process of life.
Abstract: This paper presents one line of sociocultural psychology aiming at a better understanding of people’s development in their courses of life, unfolding in changing social and cultural environments. Adopting such a position leads me to three core questions: first, if development occurs at the junction of the social and the psychological, how can we theoretically account for the guidance of the sociocultural world upon people’s learning and development, and people’s unique capacities to create and transform these environments? Second, if one adopts such a perspective, how do we account for what it is that people develop through life, as they move through a plurality of situations? And third, as people learn and develop through life, how can we account for what is unique and personal? To address these questions, I first situate the epistemological assumptions of sociocultural psychology in relation to the works of Piaget and Vygotsky. Second, I present the principles of a sociocultural psychology and indicate the methodological strategies that I have adopted, together with a large group of colleagues over the years. The main part of the paper constitutes in responding to the three questions I raised. Finally, I propose a tentative synthesis.

2 citations

Journal ArticleDOI
TL;DR: This article found that the public made sense of mental health and illness using dynamic and static epistemologies and often referenced professionalised understandings, rather than holding knowledge in the abstract, and also found public understanding to be functional to the social context.
Abstract: Mental health-related anti-stigma strategies are premised on the assumption that stigma is sustained by the public’s deficiencies in abstract professional knowledge. In this paper, we critically assess this proposition and suggest new directions for research. Our analysis draws on three data sets: news reports (N = 529); focus groups (N = 20); interviews (N = 19). In each social context, we explored representations of mental health and illness in relation to students’ shared living arrangements, a key group indicated for mental health-related anti-stigma efforts. We analysed the data using term-frequency inverse-document frequency (TF-IDF) models. Possible meanings indicated by TF-IDF modelling were interpreted using deep qualitative readings of verbatim quotations, as is standard in corpus-based research approaches to health and illness. These results evidence the flawed basis of dominant mental health-related anti-stigma campaigns. In contrast to deficiency models, we found that the public made sense of mental health and illness using dynamic and static epistemologies and often referenced professionalised understandings. Furthermore, rather than holding knowledge in the abstract, we also found public understanding to be functional to the social context. In addition, rather than being agnostic about mental health-related knowledge, we found public understandings are motivated by group-based identity-related concerns. We will argue that we need to develop alternative anti-stigma strategies rooted in the public’s multiple contextualised sense-making strategies and highlight the potential of engaging with ecological approaches to stigma.

1 citations

Book ChapterDOI
22 Jul 2021
TL;DR: In this paper, the authors present the work of the COLAB consortium and its ambitions to apply theories and methods of activity systems to the field of interagency collaborations and social innovation within the criminal justice system.
Abstract: Collaborative working in the criminal justice system is complex. This introductory chapter synthesises some of its challenges and the role of innovation and organisational learning to address these. In so doing, we present the work of the COLAB consortium and its ambitions to apply theories and methods of activity systems to the field of interagency collaborations and social innovation within the criminal justice system. We explore the basic principles of these and supplementary theoretical and methodological perspectives that are treated in greater detail in later chapters of this book. We raise, in particular, issues and challenges faced in including service users’ voice in service development and innovation before exploring the concept of multivoicedness and its application. This leads to a discussion of distributed responsibility for offender rehabilitation to which many stakeholders including academic institutions should be held to account. The chapter ends with a consolidation of where we are in our current understanding of collaboration, innovation, and organisational learning in the criminal justice context and proposes ways forward.

1 citations

DOI
01 Jan 2021
TL;DR: This article argued for an extended dialogism in interdisciplinary language studies, which is a common thread in our own view of interdisciplinary dialogism, as well as that of This article.
Abstract: Dialogue, mind, and language are construed in quite different ways in different disciplines. My account here is, in my own view, that of a representative of interdisciplinary language studies, who argues for an extended dialogism.

1 citations

Journal ArticleDOI
TL;DR: In this paper, the chavruta dyads, a group of dyads who report to each other on the insights they reached in consecutive chav ruta sessions on the same theme, are analyzed.
Abstract: Although the yeshiva is the housekeeper of the Jewish tradition of learning, it has undergone dramatic changes along history. We describe these changes in historical, sociogenetic, and microgenetic analyses, and particularly focus on the chavruta—dyadic learning around Talmudic texts during successive meetings, and the chabure—a gathering of chavruta dyads, who report to each other on the insights they reached in consecutive chavruta sessions on the same theme. The microgenetic analyses of chavruta point at its collaborative-argumentative character and at the desire to find new methods to understand the Talmudic text. Learners account for the authority of sages, but find strategies to express their own voices. Analyses of the chabure suggest strong volition for autonomy, and point at highly dialectical discussions. We conclude that modern yeshivas establish a society of learners in which deep changes emerge with regard to social order and learning methods. In doing so, we question whether and how these practices contribute to the maintenance of “traditional” discourses and or move in a “transformative” direction and reconsider the modern/tradition binary.

1 citations

References
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Book
01 Jan 1962
TL;DR: The Structure of Scientific Revolutions as discussed by the authors is a seminal work in the history of science and philosophy of science, and it has been widely cited as a major source of inspiration for the present generation of scientists.
Abstract: A good book may have the power to change the way we see the world, but a great book actually becomes part of our daily consciousness, pervading our thinking to the point that we take it for granted, and we forget how provocative and challenging its ideas once were-and still are. "The Structure of Scientific Revolutions" is that kind of book. When it was first published in 1962, it was a landmark event in the history and philosophy of science. And fifty years later, it still has many lessons to teach. With "The Structure of Scientific Revolutions", Kuhn challenged long-standing linear notions of scientific progress, arguing that transformative ideas don't arise from the day-to-day, gradual process of experimentation and data accumulation, but that revolutions in science, those breakthrough moments that disrupt accepted thinking and offer unanticipated ideas, occur outside of "normal science," as he called it. Though Kuhn was writing when physics ruled the sciences, his ideas on how scientific revolutions bring order to the anomalies that amass over time in research experiments are still instructive in our biotech age. This new edition of Kuhn's essential work in the history of science includes an insightful introductory essay by Ian Hacking that clarifies terms popularized by Kuhn, including paradigm and incommensurability, and applies Kuhn's ideas to the science of today. Usefully keyed to the separate sections of the book, Hacking's essay provides important background information as well as a contemporary context. Newly designed, with an expanded index, this edition will be eagerly welcomed by the next generation of readers seeking to understand the history of our perspectives on science.

36,808 citations

Book Chapter
28 Apr 2004
TL;DR: The comprehensive and accessible nature of this collection will make it an essential and lasting handbook for researchers and students studying organizations.
Abstract: Essential Guide to Qualitative Methods in Organizational Research is an excellent resource for students and researchers in the areas of organization studies, management research and organizational psychology, bringing together in one volume the range of methods available for undertaking qualitative data collection and analysis. The volume includes 30 chapters, each focusing on a specific technique. The chapters cover traditional research methods, analysis techniques, and interventions as well as the latest developments in the field. Each chapter reviews how the method has been used in organizational research, discusses the advantages and disadvantages of using the method, and presents a case study example of the method in use. A list of further reading is supplied for those requiring additional information about a given method. The comprehensive and accessible nature of this collection will make it an essential and lasting handbook for researchers and students studying organizations.

16,383 citations

Book
01 Jan 1958
TL;DR: The psychology of interpersonal relations as mentioned in this paper, The psychology in interpersonal relations, The Psychology of interpersonal relationships, کتابخانه دیجیتال و فن اطلاعات دانشگاه امام صادق(ع)
Abstract: The psychology of interpersonal relations , The psychology of interpersonal relations , کتابخانه دیجیتال و فن آوری اطلاعات دانشگاه امام صادق(ع)

15,254 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