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This book positions imagination as a central concept which
increases the understanding of daily life, personal life choices,
and the way in which culture and society changes. Case studies from
micro instances of reverie and daydreaming, to utopian projects,
are included and analysed. The theoretical focus is on imagination
as a force free from immediate constraints, forming the basis of
our individual and collective agency. In each chapter, the authors
review and integrate a wide range of classic and contemporary
literature culminating in the proposal of a sociocultural model of
imagination. The book takes into account the triggers of
imagination, the content of imagination, and the outcomes of
imagination. At the heart of the model is the interplay between the
individual and culture; an exploration of how the imagination, as
something very personal and subjective, grows out of our shared
culture, and how our shared culture can be transformed by acts of
imagination. Imagination in Human and Cultural Development offers
new perspectives on the study of psychological learning, change,
innovation and creativity throughout the lifespan. The book will
appeal to academics and scholars in the fields of psychology and
the social sciences, especially those with an interest in
development, social change, cultural psychology, imagination and
creativity.
This book positions imagination as a central concept which
increases the understanding of daily life, personal life choices,
and the way in which culture and society changes. Case studies from
micro instances of reverie and daydreaming, to utopian projects,
are included and analysed. The theoretical focus is on imagination
as a force free from immediate constraints, forming the basis of
our individual and collective agency. In each chapter, the authors
review and integrate a wide range of classic and contemporary
literature culminating in the proposal of a sociocultural model of
imagination. The book takes into account the triggers of
imagination, the content of imagination, and the outcomes of
imagination. At the heart of the model is the interplay between the
individual and culture; an exploration of how the imagination, as
something very personal and subjective, grows out of our shared
culture, and how our shared culture can be transformed by acts of
imagination. Imagination in Human and Cultural Development offers
new perspectives on the study of psychological learning, change,
innovation and creativity throughout the lifespan. The book will
appeal to academics and scholars in the fields of psychology and
the social sciences, especially those with an interest in
development, social change, cultural psychology, imagination and
creativity.
Liminality has become a key concept within the social sciences,
with a growing number of publications devoted to it in recent
years. The concept is needed to address those aspects of human
experience and social life that fall outside of ordered structures.
In contrast to the clearly defined roles and routines that define
so much of industrial work and economic life, it highlights spaces
of transition, indefiniteness, ambiguity, play and creativity.
Thus, it is an indispensable concept and a necessary counterweight
to the overemphasis on structural influences on human behavior.
This book aims to use the concept of liminality to develop a
culturally and experientially sensitive psychology. This is
accomplished by first setting out an original theoretical framework
focused on understanding the 'liminal sources of cultural
experience,' and second an application of concept to a number of
different domains, such as tourism, pilgrimage, aesthetics,
children's play, art therapy, and medical diagnosis. Finally, all
these domains are then brought together in a concluding commentary
chapter that puts them in relation to an overarching theoretical
framework. This book will be useful for graduate students and
researchers in cultural psychology, critical psychology,
psychosocial psychology, developmental psychology, health
psychology, anthropology and the social sciences, cultural studies
among others.
Liminality has become a key concept within the social sciences,
with a growing number of publications devoted to it in recent
years. The concept is needed to address those aspects of human
experience and social life that fall outside of ordered structures.
In contrast to the clearly defined roles and routines that define
so much of industrial work and economic life, it highlights spaces
of transition, indefiniteness, ambiguity, play and creativity.
Thus, it is an indispensable concept and a necessary counterweight
to the overemphasis on structural influences on human behavior.
This book aims to use the concept of liminality to develop a
culturally and experientially sensitive psychology. This is
accomplished by first setting out an original theoretical framework
focused on understanding the 'liminal sources of cultural
experience,' and second an application of concept to a number of
different domains, such as tourism, pilgrimage, aesthetics,
children's play, art therapy, and medical diagnosis. Finally, all
these domains are then brought together in a concluding commentary
chapter that puts them in relation to an overarching theoretical
framework. This book will be useful for graduate students and
researchers in cultural psychology, critical psychology,
psychosocial psychology, developmental psychology, health
psychology, anthropology and the social sciences, cultural studies
among others.
This brief presents the case study of a hill in Czech Republic
(Rip) and its region, and contributes to theorization in
sociocultural psychology on three points, along three current
debates. First, it contributes to the exploration of the mutual
constitution of the lifecourse and of history, uses a distinction
between socio-, micro- and ontogenesis, and argues that a focus on
a delimited geographical space enables to better observe the
processes by which history, daily situated interactions and courses
of life shape each other. Second, in doing so, it sketches an
understanding of the role of the material, spatial and semiotic
specificities of landscapes in human development. Especially, it
identifies some of the processes by which redundant dynamic
patterns present in the environment may participate to the guidance
of human experience. Third, it expands the reflection on case study
construction and generalization. On the one side, it participates
to a current debate in cultural psychology on the dynamics of
generalization from single cases; on the other, it also dialogues
with a more general reflection in the social sciences on social
dynamics at the scale of small regions. Altogether, this brief is a
first attempt to examine jointly these questions at the scale of a
small region, a unique natural laboratory of social and
psychological change. It will be of interest to researchers as well
as graduate students in the fields of cultural and sociocultural
psychology, cognitive psychology, and the social sciences.
This book explores the vibrant progress of research in the social
development of thinking and learning. The notion of "the thinking
space" has been proposed by Anne-Nelly Perret-Clermont (2004) to
designate the social and situated nature of thinking. This edited
book gathers leading scholars in social and cultural approaches to
learning and thinking who share such initial assumption, and have
explored its implications in the fields of elementary and higher
education, in science and literature, with a wide diversity of
population, and also out of the classroom, in the psychologists'
office or in adult's mutual teaching. This book offers a unique
overview of a largely European tradition of scholarship retracing
its roots in the post-piagetian and vygotskian heritage, it
explores the many facets of this tradition and opens new horizons
for future research. Doing so, it highlights the heuristic power of
an approach that considers learning and thinking as an active,
shared and situated endeavor.
This book explores how psychoanalysis can enrich and complement
sociocultural psychology. It presents theoretical integrations of
psychoanalytical notions in the sociocultural framework, analyzes
the historical similarities, if not intricacies, of the two fields,
and presents papers that have tried to apply an enriched
theoretical framework in developmental and clinical empirical work.
The first section presents editors' theoretical proposition for an
integration of one particular stream of psychoanalysis within
sociocultural psychology, which emphasizes both the dialogical and
the semiotic nature of psychological dynamics. The second section
pursues this theoretical dialogue through a historical perspective.
The third section pursues the implications of this parallel
reasoning. It invites researchers that propose further syntheses
between some strands of psychoanalysis and approaches within social
and cultural psychology. The contributions collected in this
section show how sociocultural psychology and psychoanalysis can
complement each other, when it comes to tracing the emergence of
meaning in actual interactive settings. Showing historical common
roots, epistemological similarities, and theoretical
complementarities, this book intends to suggests how the encounter
and reciprocal contamination between cultural psychology and
psychoanalysis could provide innovative theoretical and
methodological syntheses. Through the various contributions three
directions of development emerge as particularly promising for
psychological science. Firstly, the semiotic conceptualization of
affects, emerging from several of the contributors, appears to be a
significant step ahead in the understanding of the dynamics of
sense-making. A second promising direction of development concerns
methodology. The reader will find several invitations to rethink
the way of analyzing the phenomena of sense-making. Finally, the
volume highlights how the connection between theory and practice in
psychology is not a mere matter of application. Rather, the
psychological intervention could be - needs to be - a theoretical
object for cultural psychology, as it already is for
psychoanalysis. At the same time, the intervention could be a
fertile domain where a psychological practice endowed with
reflexive capability generates new theoretical constructions.
This book explores how psychoanalysis can enrich and complement
sociocultural psychology. It presents theoretical integrations of
psychoanalytical notions in the sociocultural framework, analyzes
the historical similarities, if not intricacies, of the two fields,
and presents papers that have tried to apply an enriched
theoretical framework in developmental and clinical empirical work.
The first section presents editors' theoretical proposition for an
integration of one particular stream of psychoanalysis within
sociocultural psychology, which emphasizes both the dialogical and
the semiotic nature of psychological dynamics. The second section
pursues this theoretical dialogue through a historical perspective.
The third section pursues the implications of this parallel
reasoning. It invites researchers that propose further syntheses
between some strands of psychoanalysis and approaches within social
and cultural psychology. The contributions collected in this
section show how sociocultural psychology and psychoanalysis can
complement each other, when it comes to tracing the emergence of
meaning in actual interactive settings. Showing historical common
roots, epistemological similarities, and theoretical
complementarities, this book intends to suggests how the encounter
and reciprocal contamination between cultural psychology and
psychoanalysis could provide innovative theoretical and
methodological syntheses. Through the various contributions three
directions of development emerge as particularly promising for
psychological science. Firstly, the semiotic conceptualization of
affects, emerging from several of the contributors, appears to be a
significant step ahead in the understanding of the dynamics of
sense-making. A second promising direction of development concerns
methodology. The reader will find several invitations to rethink
the way of analyzing the phenomena of sense-making. Finally, the
volume highlights how the connection between theory and practice in
psychology is not a mere matter of application. Rather, the
psychological intervention could be - needs to be - a theoretical
object for cultural psychology, as it already is for
psychoanalysis. At the same time, the intervention could be a
fertile domain where a psychological practice endowed with
reflexive capability generates new theoretical constructions.
Tania Zittoun demonstrates that there is pleasure in thinking, and
that the pleasure of thinking plays a key role in our lives – in
the development of children, in learning, in adult life, and in
ageing. Drawing on arts and philosophy, exploring research in
developmental psychology, cultural psychology, and psychoanalysis,
it highlights five modalities of thinking: curiosity, the
functional pleasure of pursuing a task, the pleasure of discovery,
the dialogical pleasure of thinking with others, and a
meta-pleasure. This book proposes a unique integrative model of
thinking, conceived as a situated activity, following trajectories
that combine modalities of pleasure. Evolving with time, the
pleasure of thinking can take place as we reason, make sense, or
daydream, at school, at work, when we garden, or do science.
Academics and graduate students in sociocultural, critical,
developmental, and cognitive psychology will benefit from The
Pleasure of Thinking.
Drawing on philosophy, the history of psychology and the natural
sciences, this book proposes a new theoretical foundation for the
psychology of the life course. It features the study of unique
individual life courses in their social and cultural environment,
combining the perspectives of developmental and sociocultural
psychology, psychotherapy, learning sciences and
geronto-psychology. In particular, the book highlights semiotic
processes, specific to human development, that allow us to draw
upon past experiences, to choose among alternatives and to plan our
futures. Imagination is an important outcome of semiotic processes
and enables us to deal with daily constraints and transitions, and
promotes the transformation of social representation and symbolic
systems - giving each person a unique style, or 'melody', of
living. The book concludes by questioning the methodology and
epistemology of current life course studies.
This study addresses a timely and crucial topic, the socialization of today's youth, by asking such precise questions as--What are the young socialized for? Which skills, modes of thinking or action are required of them and what are their developmental values? All too often, socialization tends to be viewed within the confines of a particular geographical or cultural situation. The multi-national contributors bring an international perspective to the problem of socialization in work and adult life by emphasizing common issues facing youth around the world.
Drawing on philosophy, the history of psychology and the natural
sciences, this book proposes a new theoretical foundation for the
psychology of the life course. It features the study of unique
individual life courses in their social and cultural environment,
combining the perspectives of developmental and sociocultural
psychology, psychotherapy, learning sciences and
geronto-psychology. In particular, the book highlights semiotic
processes, specific to human development, that allow us to draw
upon past experiences, to choose among alternatives and to plan our
futures. Imagination is an important outcome of semiotic processes
and enables us to deal with daily constraints and transitions, and
promotes the transformation of social representation and symbolic
systems - giving each person a unique style, or 'melody', of
living. The book concludes by questioning the methodology and
epistemology of current life course studies.
This study addresses a timely and crucial topic, the socialization of today's youth, by asking such precise questions as--What are the young socialized for? Which skills, modes of thinking or action are required of them and what are their developmental values? All too often, socialization tends to be viewed within the confines of a particular geographical or cultural situation. The multi-national contributors bring an international perspective to the problem of socialization in work and adult life by emphasizing common issues facing youth around the world.
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Discovery Miles 4 870
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