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This book represents the first extensive introduction to the
emerging construct of Educational Self. The new concept describes a
specific dimension of the Self, which is elaborated in the course
of a person's school life and is reactivated anytime the person is
involved in an educational activity, whether as a student, teacher
or parent. The Educational Self (ES) approach was created by the
volume editors and is currently being developed at various
universities in Europe and Latin America as a way of understanding
and operating in educational contexts. The book presents the
theoretical framework and the empirical developments of the
construct, paving the way for further applications in education.
The main locations of the empirical studies are Denmark, Italy,
Brazil, Portugal and Colombia, but the research network is steadily
expanding to other countries, so that the concept here can be
generalized to different cultural contexts. The book addresses a
range of contexts and moments in school life. The editors'
introduction presents the construct of ES, the opportunities for
further theoretical and empirical developments of the concept, and
its potential applications in educational practices. In the
remainder of the volume, ES is explored for different age groups
(from children to adolescents to higher education), different
actors (peers, teachers, parents and their interactions), different
contexts (formal education, special institutions, school-family
relationships) and different phenomena (disruptive behavior,
special needs, value orientation, school failure, etc.). All the
studies share a qualitative idiographic approach, which is
characteristic of the perspective of cultural psychology in which
the ES construct was elaborated.
This book is the outcome of a joint collaboration between East
China Normal University and the University of Luxembourg, initiated
by the Center of Ideas for the Basic Education of the Future
(IBEF), and focuses on kindergartens in China from a cultural
psychology perspective. By coupling young scholars from diverse
cultural backgrounds as research tandems, this book uses an
innovative methodological method to reveal a deeply immersing
research perspective of the often complicated issues in the Chinese
social reality, where long historical tradition and strong
motivation for a "modernized" future are fused together and
continuously evolve itself into a vibrant and intricate landscape.
Meanings and values consciously or unconsciously promoted and
conducted in the kindergarten are semiotic devices and they mediate
children's and educator's daily behaviours and activities, which
are constantly navigating among different social institutions and
crossing the border of kindergarten. The book discusses the process
of children's socialization in the kindergarten from different
angles such as cultural objects, moral education, conflict
negotiation, children's drawing analysis and the role of Lego in
numeracy development. It also provides an overview of basic
educational needs in Chinese kindergartens as well as three
commentaries to provide background information and to add a
reflective angle for the readers. By reading the book, readers will
hopefully go through a constantly transforming process between
familiarizing and de-familiarizing along with the research tandem
and develop their own understanding of the complex landscape of the
Chinese kindergarten and its children as developing subjects
constantly living and transcending the context.
This book is the outcome of a joint collaboration between East
China Normal University and the University of Luxembourg, initiated
by the Center of Ideas for the Basic Education of the Future
(IBEF), and focuses on kindergartens in China from a cultural
psychology perspective. By coupling young scholars from diverse
cultural backgrounds as research tandems, this book uses an
innovative methodological method to reveal a deeply immersing
research perspective of the often complicated issues in the Chinese
social reality, where long historical tradition and strong
motivation for a "modernized" future are fused together and
continuously evolve itself into a vibrant and intricate landscape.
Meanings and values consciously or unconsciously promoted and
conducted in the kindergarten are semiotic devices and they mediate
children's and educator's daily behaviours and activities, which
are constantly navigating among different social institutions and
crossing the border of kindergarten. The book discusses the process
of children's socialization in the kindergarten from different
angles such as cultural objects, moral education, conflict
negotiation, children's drawing analysis and the role of Lego in
numeracy development. It also provides an overview of basic
educational needs in Chinese kindergartens as well as three
commentaries to provide background information and to add a
reflective angle for the readers. By reading the book, readers will
hopefully go through a constantly transforming process between
familiarizing and de-familiarizing along with the research tandem
and develop their own understanding of the complex landscape of the
Chinese kindergarten and its children as developing subjects
constantly living and transcending the context.
This book represents the first extensive introduction to the
emerging construct of Educational Self. The new concept describes a
specific dimension of the Self, which is elaborated in the course
of a person's school life and is reactivated anytime the person is
involved in an educational activity, whether as a student, teacher
or parent. The Educational Self (ES) approach was created by the
volume editors and is currently being developed at various
universities in Europe and Latin America as a way of understanding
and operating in educational contexts. The book presents the
theoretical framework and the empirical developments of the
construct, paving the way for further applications in education.
The main locations of the empirical studies are Denmark, Italy,
Brazil, Portugal and Colombia, but the research network is steadily
expanding to other countries, so that the concept here can be
generalized to different cultural contexts. The book addresses a
range of contexts and moments in school life. The editors'
introduction presents the construct of ES, the opportunities for
further theoretical and empirical developments of the concept, and
its potential applications in educational practices. In the
remainder of the volume, ES is explored for different age groups
(from children to adolescents to higher education), different
actors (peers, teachers, parents and their interactions), different
contexts (formal education, special institutions, school-family
relationships) and different phenomena (disruptive behavior,
special needs, value orientation, school failure, etc.). All the
studies share a qualitative idiographic approach, which is
characteristic of the perspective of cultural psychology in which
the ES construct was elaborated.
This book brings together a group of scholars from around the world
who view psychology as the science of human ways of being. Being
refers to the process of existing - through construction of the
human world - here, rather than to an ontological state. This
collection includes work that has the goal to establish the newly
developed area of cultural psychology as the science of
specifically human ways of existence. It comes as a next step after
the "behaviorist turn" that has dominated psychology over most of
the 20th century, and like its successor in the form of
"cognitivism", kept psychology away from addressing issues of
specifically human ways of relating with their worlds. Such linking
takes place through intentional human actions: through the creation
of complex tools for living, entertainment, and work. Human beings
construct tools to make other tools. Human beings invent religious
systems, notions of economic rationality and legal systems; they
enter into aesthetic enjoyment of various aspects of life in art,
music, and literature; they have the capability of inventing
national identities that can be summoned to legitimate one's
killing of one's neighbors or being killed oneself. The
contributions to this volume focus on the central goal of
demonstrating that psychology as a science needs to start from the
phenomena of higher psychological functions and then look at how
their lower counterparts are re-organized from above. That kind of
investigation is inevitably interdisciplinary - it links psychology
with anthropology, philosophy, sociology, history and developmental
biology. Various contributions to this volume are based on the work
of Lev Vygotsky, George Herbert Mead, Henri Bergson and on
traditions of Ganzheitspsychologie and Gestalt psychology.
Psychology as the Science of Human Being is a valuable resource to
psychologists, sociologists, philosophers, biologists and
anthropologists alike.
This book is aimed at appreciating and further developing the work
of Pina Boggi Cavallo. She was a scholar that fully embodied the
spirit of the first cognitive revolution in psychology, whose ideal
was to consider human being in its totality. The focus of
scientific investigation in her work, were the processes of
thought, as connected to the affective and ethical dimensions, the
social construction of the developing Self within the real context
of its making. The book is organized in three sections: Sowing: the
selected works of Pina Boggi Cavallo translated in English;
Fertilizing: invited commentaries which  develop the ideas of
Pina Boggi Cavallo in the current and future scientific landscape;
Cultivating: invited chapters by international scholars, including
some who collaborated with her.
Within the general framework of Cultural Psychology, this book
provides different perspectives on the relationship between border
and identity by experts from several disciplines (i.e. history,
psychology, geography etc.). The book offers an "in- depth"
comprehension of the intricacy of the border making process and how
this affect the identity formation from a psychological, social and
cultural point of views. The book takes a close look to some
European countries as specimens to investigate the complex link
between creation of national/ethnic identity and bordering process
that evoke the more general question of the I-OTHER relation. This
book provides an integrated insight into the complex phenomenon of
borders and identity. The process of making and negotiating border
and the identity formation on the border is analyzed as
psychological, social, historical, and cultural phenomena. This
Brief will be of interest to researchers and students as well as
diplomats and administrative policy makers within the fields of
political science, psychology, cultural psychology, and sociology.
The concept of intimacy puts forth important challenges to
contemporary cultural psychology. Intimacy refers to a felt
experience of interiority that although is intuitively
comprehensible, does not have rigorously defined limits. Intimacy
can refer to a content, an object, a person, ownership, or even a
part of one's own body. A potentially problematic issue for
cultural psychology is that acknowledging intimacy seems to bound
the Self to areas disjointed from the social sphere. In a
globalized world, we witness a developmental process where social
life becomes sectioned, where people are involved in an identity
search by foregrounding certain social roles. With this backdrop in
mind, people redefine and rebuild their intimacy spaces and the
ways they roam from these to the public and collective realm.
Exploring the current historical situation leads us to consider
intimacy as culture in the making; certainly, in the way it
manifests itself, but particularly in how we approach and
understand it. The lived (experienced) dimension of intimacy
becomes truly important, since it casts new light on what we mean
by intimacy in different spheres of the self's life, as well as
life with others.
The concept of intimacy puts forth important challenges to
contemporary cultural psychology. Intimacy refers to a felt
experience of interiority that although is intuitively
comprehensible, does not have rigorously defined limits. Intimacy
can refer to a content, an object, a person, ownership, or even a
part of one's own body. A potentially problematic issue for
cultural psychology is that acknowledging intimacy seems to bound
the Self to areas disjointed from the social sphere. In a
globalized world, we witness a developmental process where social
life becomes sectioned, where people are involved in an identity
search by foregrounding certain social roles. With this backdrop in
mind, people redefine and rebuild their intimacy spaces and the
ways they roam from these to the public and collective realm.
Exploring the current historical situation leads us to consider
intimacy as culture in the making; certainly, in the way it
manifests itself, but particularly in how we approach and
understand it. The lived (experienced) dimension of intimacy
becomes truly important, since it casts new light on what we mean
by intimacy in different spheres of the self's life, as well as
life with others.
The interventions have ranged between benevolent exchanges to
powerful influences as well as military domination. Although
interpersonal and group influence has been an important domain of
study in Social Psychology, we propose to take a fresh look at
these phenomena from the specific orientations provided by the
discipline of Cultural Psychology. In this perspective, meaning
making processes becomes a key for understanding the everyday
experiences of the receivers and agents of intervention. In this
volume, we see how attending to meaning-making processes becomes
crucial when researching or intervening within cultural encounters
and global everyday life. It is through listening to the foreign
other, to attend to their immediate experiences, as well as
exploring how meaning may be mediated and co-constructed by them in
everyday life through organizational structures, informal peer
network, traditional rituals or symbols, that collaboration can be
created and sustained.
This book Beyond the Mind: Cultural Dynamics of the Psyche is
unusual in the content and it the format. That's why it requires an
unusual look. It has to do with a man, an intellectual journey and
with uncountable travels across the world over the last two
decades. This man is Jaan Valsiner and here you will read of his
restless effort of elaborating ideas while going in different
places as invited keynote. This book is mainly about his
intellectual trajectory, which touches several places and several
and interconnected topics. This book is about the "minutes" of his
"bigger" and well organize works and also it is a collection of
only apparently fragmented texts (mainly keynote lectures,
unpublished or rejected papers) where the readers will see the
"step- by-step" elaboration over the years of new ideas, theories,
models and even schemas (which Jaan likes very much-maybe
especially as he claims basic inability to draw anything).
The second volume of Annals of Cultural Psychology is dedicated to
the affective nature of human social relationships with the
environment. The chapters here included explore the historical,
theoretical and practical dimensions of the concept of
affectivating originally introduced by one of us (Valsiner, 1999),
as a potential tool of inquiry into the affective-sensitive
dimension of psychological life within a cultural-psychological
framework. The concept of affectivating involves two psychological
dimensions often undervalued or even obliterated from contemporary
cultural psychology, namely the affective involvement and the
agentivity of people in their social encounters. Through several
examples --`feeling-at-home', silence spaces and rituals,
memorials, music and poetry, among others-- we show individual's
concrete actions in mundane everyday life aim to give an affective
personal sense to the world around. This focuses on the primary
affective nature of human meaning construction that guides the
person in one's continuing feeling-into-the-world. At a theoretical
level the notion of affectivation challenges contemporary Cultural
Psychology to rescue subjectivity, not only symbolism.
Affectivation propounds a return to the long, but partially
forgotten, organismic tradition, represented in the history by
thinkers like Wilhelm Dilthey, Jakob von Uexkull and Kurt
Goldstein. Cultural psychology has to bring semiosis back to the
vital background of human experience.
The second volume of Annals of Cultural Psychology is dedicated to
the affective nature of human social relationships with the
environment. The chapters here included explore the historical,
theoretical and practical dimensions of the concept of
affectivating originally introduced by one of us (Valsiner, 1999),
as a potential tool of inquiry into the affective-sensitive
dimension of psychological life within a cultural-psychological
framework. The concept of affectivating involves two psychological
dimensions often undervalued or even obliterated from contemporary
cultural psychology, namely the affective involvement and the
agentivity of people in their social encounters. Through several
examples --`feeling-at-home', silence spaces and rituals,
memorials, music and poetry, among others-- we show individual's
concrete actions in mundane everyday life aim to give an affective
personal sense to the world around. This focuses on the primary
affective nature of human meaning construction that guides the
person in one's continuing feeling-into-the-world. At a theoretical
level the notion of affectivation challenges contemporary Cultural
Psychology to rescue subjectivity, not only symbolism.
Affectivation propounds a return to the long, but partially
forgotten, organismic tradition, represented in the history by
thinkers like Wilhelm Dilthey, Jakob von Uexkull and Kurt
Goldstein. Cultural psychology has to bring semiosis back to the
vital background of human experience.
|
Reflexivity and Psychology (Paperback)
Giuseppina Marsico, Ruggero Andrisano Ruggieri; Series edited by Sergio Salvatore, Jaan Valsiner, Niels Bohr
|
R1,673
Discovery Miles 16 730
|
Ships in 10 - 15 working days
|
Reflexivity is a category that is too appealing not to arouse
interest. It is a concept largely diffused in several psychological
domains, as well as associated with epistemological, theoretical,
methodological and practical discussions. At the same time, it is a
very polysemic notion, understood and used in many different ways.
If one approaches the notion and tries to identify the semantic
boundaries of its usage, the seeming solidity of the term fades
away, and a rather liquid semantic field emerges - a field where
several interpretations coexist, being contingent to the context of
the discussion in which they are implemented. This is the reason
that makes the notion of reflexivity a prototypical example of the
difficulties encountered by Psychology - and more in general social
sciences -in the effort to define their own language. The term
"reflexivity" ? like many others the language of Psychology is full
of - is used in daily life and thus its semantics is shaped by the
pragmatic, contingent functions it serves in such communicational
circumstances. The apparent - from afar ? clearness of the concept
does not concern its conceptual, epistemic status, but the capacity
of the sign to contribute efficaciously to mediate and regulate the
exchange. The theoretical elaboration of the notion of reflexivity
can be seen as one of the ways of performing the challenging task
of developing an intentional language for Psychology. By working on
such a notion one can realize that common sense lies at the core of
psychological science and what it means to separate the former from
the latter, so as to pursue the foundational task of developing
Psychology as a theory?driven science.
This volume is the firstborn of the Annals of Cultural Psychology -
a yearly edited book series in the field of Cultural Psychology. It
came into being as there is a need for reflection on "where and
what" the discipline needs to further develop, in such a way, the
current frontiers and to foster the elaboration of new fruitful
ideas. The topic chosen for the first volume is perhaps the most
fundamental of all- motherhood. We are all here because at some
unspecifiable time in the past, different women labored hard to
bring each of us into this World. These women were not thinking of
culture, but were just giving birth. Yet by their reproductive
success-and years of worry about our growing up-we are now,
thankfully to them, in a position to discuss the general notion of
motherhood from the angle of cultural psychology. Each person who
is born needs a mother-first the real one, and then possibly a
myriad of symbolic ones-from "my mother" to "mother superior" to
"my motherland". Thus, it is not by coincidence if the first volume
of the series is about motherhood. We the editors feel it is the
topic that links our existence with one of the universals of human
survival as a species. In very general terms what this book aims to
do is to question the ontology of Motherhood in favor of an
ontogenetic approach to Life's Course, where having a child
represents a big transition in a woman's trajectory and where
becoming (or not becoming) mother is heuristically more interesting
than being a mother. We here present a reticulated work that digs
into a cultural phenomenon giving to the readers the clear idea of
making motherhood (and not taking for granted motherhood). By
looking at absences, shadows and ruptures rather than the
normativeness of motherhood, cultural psychology can provide a
theoretical model in explaining the cultural multifaceted nature of
human activity.
This volume is the firstborn of the Annals of Cultural Psychology -
a yearly edited book series in the field of Cultural Psychology. It
came into being as there is a need for reflection on "where and
what" the discipline needs to further develop, in such a way, the
current frontiers and to foster the elaboration of new fruitful
ideas. The topic chosen for the first volume is perhaps the most
fundamental of all- motherhood. We are all here because at some
unspecifiable time in the past, different women labored hard to
bring each of us into this World. These women were not thinking of
culture, but were just giving birth. Yet by their reproductive
success-and years of worry about our growing up-we are now,
thankfully to them, in a position to discuss the general notion of
motherhood from the angle of cultural psychology. Each person who
is born needs a mother-first the real one, and then possibly a
myriad of symbolic ones-from "my mother" to "mother superior" to
"my motherland". Thus, it is not by coincidence if the first volume
of the series is about motherhood. We the editors feel it is the
topic that links our existence with one of the universals of human
survival as a species. In very general terms what this book aims to
do is to question the ontology of Motherhood in favor of an
ontogenetic approach to Life's Course, where having a child
represents a big transition in a woman's trajectory and where
becoming (or not becoming) mother is heuristically more interesting
than being a mother. We here present a reticulated work that digs
into a cultural phenomenon giving to the readers the clear idea of
making motherhood (and not taking for granted motherhood). By
looking at absences, shadows and ruptures rather than the
normativeness of motherhood, cultural psychology can provide a
theoretical model in explaining the cultural multifaceted nature of
human activity.
|
Reflexivity and Psychology (Hardcover)
Giuseppina Marsico, Ruggero Andrisano Ruggieri; Series edited by Sergio Salvatore, Jaan Valsiner, Niels Bohr
|
R2,896
Discovery Miles 28 960
|
Ships in 10 - 15 working days
|
Reflexivity is a category that is too appealing not to arouse
interest. It is a concept largely diffused in several psychological
domains, as well as associated with epistemological, theoretical,
methodological and practical discussions. At the same time, it is a
very polysemic notion, understood and used in many different ways.
If one approaches the notion and tries to identify the semantic
boundaries of its usage, the seeming solidity of the term fades
away, and a rather liquid semantic field emerges - a field where
several interpretations coexist, being contingent to the context of
the discussion in which they are implemented. This is the reason
that makes the notion of reflexivity a prototypical example of the
difficulties encountered by Psychology - and more in general social
sciences -in the effort to define their own language. The term
"reflexivity" ? like many others the language of Psychology is full
of - is used in daily life and thus its semantics is shaped by the
pragmatic, contingent functions it serves in such communicational
circumstances. The apparent - from afar ? clearness of the concept
does not concern its conceptual, epistemic status, but the capacity
of the sign to contribute efficaciously to mediate and regulate the
exchange. The theoretical elaboration of the notion of reflexivity
can be seen as one of the ways of performing the challenging task
of developing an intentional language for Psychology. By working on
such a notion one can realize that common sense lies at the core of
psychological science and what it means to separate the former from
the latter, so as to pursue the foundational task of developing
Psychology as a theory?driven science.
This book brings in the focus on the borders between different
contexts that need to be crossed, in the process of education.
Despite the considerable efforts of various groups of researchers
all over the world, it does not seem that traditional educational
psychology has succeeded in illuminating the complex issues
involved in the school-family relationship. From a methodological
perspective, there is no satisfactory explanation of the connection
between representations and actual practice in educational
contexts. Crossing Boundaries is an invitation to cultural
psychology of educational processes to overcome the limits of
existing educational psychology. Emphasising social locomotion and
the dynamic processes, the book tries to capture the ambiguous
richness of the transit from one context to another, of the
symbolic perspective that accompanies the dialogue between family
and school, of practices regulating the interstitial space between
these different social systems. How do family and school fill,
occupy, circulate, avoid or strategically use this space in
between? What discourses and practices saturate this Border Zone
and/or cross from one side to the other? Crossing Boundaries
gathers contributions with the clear aim of documenting and
analysing what happens at points of contact between family culture
and scholastic/educational culture from the perspective of everyday
life. This book is in itself an attempt to cross the border between
the ""theorising on the borders"" (and how "the outside world" and
"the others" are perceived from a certain point of view) and "the
practices"" that characterises the school-home interaction.
This book brings in the focus on the borders between different
contexts that need to be crossed, in the process of education.
Despite the considerable efforts of various groups of researchers
all over the world, it does not seem that traditional educational
psychology has succeeded in illuminating the complex issues
involved in the school-family relationship. From a methodological
perspective, there is no satisfactory explanation of the connection
between representations and actual practice in educational
contexts. Crossing Boundaries is an invitation to cultural
psychology of educational processes to overcome the limits of
existing educational psychology. Emphasising social locomotion and
the dynamic processes, the book tries to capture the ambiguous
richness of the transit from one context to another, of the
symbolic perspective that accompanies the dialogue between family
and school, of practices regulating the interstitial space between
these different social systems. How do family and school fill,
occupy, circulate, avoid or strategically use this space in
between? What discourses and practices saturate this Border Zone
and/or cross from one side to the other? Crossing Boundaries
gathers contributions with the clear aim of documenting and
analysing what happens at points of contact between family culture
and scholastic/educational culture from the perspective of everyday
life. This book is in itself an attempt to cross the border between
the ""theorising on the borders"" (and how "the outside world" and
"the others" are perceived from a certain point of view) and "the
practices"" that characterises the school-home interaction.
The interventions have ranged between benevolent exchanges to
powerful influences as well as military domination. Although
interpersonal and group influence has been an important domain of
study in Social Psychology, we propose to take a fresh look at
these phenomena from the specific orientations provided by the
discipline of Cultural Psychology. In this perspective, meaning
making processes becomes a key for understanding the everyday
experiences of the receivers and agents of intervention. In this
volume, we see how attending to meaning-making processes becomes
crucial when researching or intervening within cultural encounters
and global everyday life. It is through listening to the foreign
other, to attend to their immediate experiences, as well as
exploring how meaning may be mediated and co-constructed by them in
everyday life through organizational structures, informal peer
network, traditional rituals or symbols, that collaboration can be
created and sustained.
The volume revolves around the theme 'inclusive oppositions' in
social sciences that address the issue of making of distinctions
and create artificial dichotomies and dualistic view of society. It
is set against the currents of systematic reduction of
anthropodiversity and psychodiversity, which appears as a pathology
of the current neo-liberalist and colonialist model of development.
The volume is an attempt to overcome the colonial tendencies and
forces to 'standardize' and 'homogenize' various categories and
institutions in society by establishing structural relationality
and intersectionality between the parts of the whole ecosystem
where in the human and non-human intersect and interact. The volume
brings together a unique collaboration in the field of Cultural
Psychology and offers the intellectual tools to grasp how a
syncretic understanding of Identity and Culture unfolds,
particularly in the key domain of gender. The chapters and
commentaries uncover cultural dynamics and identity formation from
a specific location, the region of Kerala in south-western India.
The chapters and commentaries in this volume illustrates that
Kerala is a cultural micro-cosmos, in which gender, identity,
religion, ethnicity, caste, global market and tradition intersect
to create complex and multiple subjects that do not fit in binary
categorizations. The compiled volume will be of great value to
scholars, researchers and academicians in Social Sciences,
particularly Cultural Psychology, Social Psychology, Sociology,
Social Work, Political Science, Philosophy, Anthropology and
Economics
The volume revolves around the theme 'inclusive oppositions' in
social sciences that address the issue of making of distinctions
and create artificial dichotomies and dualistic view of society. It
is set against the currents of systematic reduction of
anthropodiversity and psychodiversity, which appears as a pathology
of the current neo-liberalist and colonialist model of development.
The volume is an attempt to overcome the colonial tendencies and
forces to 'standardize' and 'homogenize' various categories and
institutions in society by establishing structural relationality
and intersectionality between the parts of the whole ecosystem
where in the human and non-human intersect and interact. The volume
brings together a unique collaboration in the field of Cultural
Psychology and offers the intellectual tools to grasp how a
syncretic understanding of Identity and Culture unfolds,
particularly in the key domain of gender. The chapters and
commentaries uncover cultural dynamics and identity formation from
a specific location, the region of Kerala in south-western India.
The chapters and commentaries in this volume illustrates that
Kerala is a cultural micro-cosmos, in which gender, identity,
religion, ethnicity, caste, global market and tradition intersect
to create complex and multiple subjects that do not fit in binary
categorizations. The compiled volume will be of great value to
scholars, researchers and academicians in Social Sciences,
particularly Cultural Psychology, Social Psychology, Sociology,
Social Work, Political Science, Philosophy, Anthropology and
Economics
This book Beyond the Mind: Cultural Dynamics of the Psyche is
unusual in the content and it the format. That's why it requires an
unusual look. It has to do with a man, an intellectual journey and
with uncountable travels across the world over the last two
decades. This man is Jaan Valsiner and here you will read of his
restless effort of elaborating ideas while going in different
places as invited keynote. This book is mainly about his
intellectual trajectory, which touches several places and several
and interconnected topics. This book is about the "minutes" of his
"bigger" and well organize works and also it is a collection of
only apparently fragmented texts (mainly keynote lectures,
unpublished or rejected papers) where the readers will see the
"step- by-step" elaboration over the years of new ideas, theories,
models and even schemas (which Jaan likes very much-maybe
especially as he claims basic inability to draw anything).
|
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