Suchergebnisse

Intro -- Preface of the Series Editors -- Symbolic Places: Cultural Psychology of Human Life Course -- References -- Acknowledgements -- Contents -- List of Figures -- List of Table -- Chapter 1: Introduction: Říp -- References -- Chapter 2: Building a Theoretical Frame: Towards Patterns -- 2.1 Defining A Sociocultural Psychological Epistemology -- 2.2 The Region as a Sociocultural Unit -- 2.3 What Is a Region Made of? -- 2.3.1 Sociogenesis: Places, Events and Mobilities -- 2.3.2 Microgenesis: Cultural Sub-systems, Frames of Activity, Networks, Boundaries -- 2.3.3 Ontogenesis: Proximal and Distal Spheres of Experience, Imagination and Ruptures -- 2.4 Human Development in a Region -- 2.4.1 Development as Transactions -- 2.4.2 Internalisation: How Cultural Meanings Become Psychological -- 2.4.3 Developing in a Region -- 2.5 A Theoretical Proposition: Patterned Experiences -- 2.5.1 Patterns in Development -- 2.5.2 Looking for Patterns -- References -- Chapter 3: Methodology -- 3.1 Case Studies in the Social and Psychological Sciences -- 3.1.1 The Reflexive Turn in Methodology -- 3.1.2 On What Makes a Case Study and Other Preliminary Questions -- 3.1.3 On the Quality of a Case Study -- 3.2 Studying a Region: Fieldwork -- 3.2.1 Positionality -- 3.2.2 Data Collection -- 3.2.3 Saturation? -- 3.3 Building a Theoretical, Exploratory Case Study -- 3.3.1 Analysing Data -- 3.3.2 Towards Generalisation -- 3.4 Coda: But Why So Much Effort? -- References -- Chapter 4: Sociogenesis: The Making of a Land and a Symbolic Space -- 4.1 A Short History of the Czech Lands from the Perspective of Říp and Its Region -- 4.1.1 Origins and Early History -- 4.1.2 Flourishing to Become a First Republic -- 4.1.3 From Munich to the End of World War II -- 4.1.4 Communism -- 4.1.5 The Velvet Revolution and Thereafter -- 4.2 The Uses of Říp, in Past and Present Times.

Young adults in blurred fields of changing media -- Modeling cultural experiences and symbolic resources -- Accessing personal cultures -- Young peoples uses of symbolic resources -- Symbolic resources in developmental transitions -- Conclusions: youth transitions, symbolic processes, and the life-span.

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.

Since youth transitions have been redefined as flexible periods of change, it becomes difficult to conceptually distinguish them from any other transition period in people's life. Transitions are here defined as involving three types of interdependent processes (social relocation, knowledge construction and meaning-making). From a cultural psychological perspective, youth transitions can be qualified by young people's access to symbolic responsibility. Through a case study, the article shows how cultural elements chosen and used by a person can support processes of transition. Finally, the article sketches a model of uses of symbolic resources enabled by symbolic responsibility.

Intro -- Series Editor's PREFACE to Stenner Volume -- Liminality Fields as the Arenas for Development -- Introduction -- Contents -- About the Editors -- Contributors -- Part I: Innovations in Psychology Lecture -- Chapter 1: Theorising Liminality between Art and Life: The Liminal Sources of Cultural Experience -- Preamble -- Introduction -- This Is Not … What I Was Expecting: Spontaneous and Devised Liminal Experience -- Liminal Affective Technologies as Cultural and Symbolic Media for Transition: The Aesthetic, the Sacred and the Ludic as Varieties of Liminal Experiencing -- This Is Not … a Space: A Wavering between Worlds Experienced as the Liminal Sacred -- This Is Not … me: Winnicott and the Initial Emergence of a World and a Self -- The Liminal Sources of Cultural Experience -- Postscript: This Is Not … Judy Garland -- References -- Part II: Commentaries and Extensions -- Chapter 2: From Liminalities to Limbo: Thinking through Semiotic Elaboration -- Liminality in Winnicott: A Psyche and Semiotic Elaboration -- Arrival: A Liminal Experience to Reflect on Semiosis -- Semiosis and the Periphery of Consciousness -- And Yet: Undreamt Dreams-What Escapes Semiosis -- To Conclude: Undreamed Dreams, Unlived Lives, Living Creatively -- References -- Chapter 3: On/at the Edges of Liminality: Analytical Extensions Betwixt and between Thresholds -- An Analytical Prelude -- St. Teresa's Ecstatic Body -- Philip Larkin's Inbetweenness -- An Emersonian Gloss -- The Tones of Liminal Thresholds -- Liminal Nature -- References -- Chapter 4: Moral Holidays: The Cases of Expatriates and Nightlife Tourists -- Research on Sojourners and their (Im)Morality -- Representations -- Moral Holidays Away from Home -- Conclusion -- References -- Chapter 5: On the Way: Pilgrimage and Liminal Experiences -- Overview of Pilgrimages -- Victor Turner and Liminality.

This interview is a slightly modified transcript from the second Psyche Talk, hosted at the Department of Communication and Psychology at Aalborg University, February 15, 2024. Psyche Talks are hosted as biannual events, where prominent psychological researchers are invited to discuss fundamental questions about the nature and subject matter of psychology through an interview-based format. The focus of this interview is on how people make sense of change on the personal, social and environmental level and the role of symbolic resources in making meaning of and transitioning through rupturing changes. In this interview, Professor of Sociocultural Psychology, Tania Zittoun, is interviewed by Associate Professor of Sociocultural Psychology, Sarah Awad.

AbstractThe study of ageing, which received growing attention over the past 30 years, has progressively realised the importance of the cultural, historical, and socio-economical environment for the various courses of ageing. However, we believe that it could be further conceptualised. First, we propose to enrich it through the notion of "landscape of care" developed by geography. Second, the distinction developed by sociocultural psychologists between sociogenesis, microgenesis, and ontogenesis is useful to articulate different scales of the landscape of care and to consider individual trajectories. Finally, the notion of boundary object leads us to discuss how a specific object might play a bridging function in this landscape. We draw on a regional case study carried out in a Swiss canton where the building of "flats with referees" is part of a new policy that aims at adapting the care and support network to demographic change and to favour ageing in place. Our hypothesis is that these flats may have a function of boundary object as they lead various actors to collaborate. Based on observations, desk research, and interviews, the study shows that on a sociogenetic level, these flats have a bridging function. However, on ontogenetic and microgenetic levels, divergences and misunderstandings hinder these flats to fully achieve this function. By examining the changes in the landscape of care, this article contributes to a better understanding of people's trajectories within their sociocultural environments.

This paper considers the semiotic organization of the research process in the social sciences. It offers a detailed analysis of the semiotic organization of a much used technique in the social sciences: the one-on-one non-directive interview. We consider how different signs might constrain the researcher's thoughts and actions within the ongoing processes of interview dialogue. We are especially interested in different semiotic representations that may constrain the researcher's understanding of his or her direct perception of phenomena: the researcher as a "poet" or as a "machine." It is suggested that these notions may differentially constrain the researcher's monitoring of the interaction with a participant, and that decisions in this monitoring process can have important implications for the ability of the interviewee to more fully express what it is he or she tries to communicate, and for the process of generating new knowledge. In conclusion, we suggest "poetic" and "mechanistic" approaches to the direct perception of phenomena, though distinct, may nonetheless be understood to complement one another.

Confronté au changement démographique, le canton de Neuchâtel (Suisse) lance en 2012 une réforme socio-sanitaire visant à développer les possibilités de vieillissement à domicile. Accompagnée d'une reconfiguration importante du réseau de soins, d'aide et d'accompagnement des personnes âgées, cette réforme requiert la collaboration entre personnes et institutions impliquées. Mais en quoi consiste exactement cette collaboration, sur quels objets porte-t-elle et quelles sont les conditions qui la favorisent ? Abordant ces questions du point de vue de la psychologie socioculturelle et autres approches apparentées, nous mettons l'accent sur le travail d'articulation nécessaire à la cohérence des activités des personnes et institutions impliquées dans le réseau, et sur les tensions qui s'exercent entre ces activités. Nous examinons les conditions qui permettent à ces tensions de renforcer le pouvoir d'agir des diverses intervenantes. Nous présentons une étude de terrain qui, recourant à une méthodologie compréhensive (entretiens, observations et recherche documentaire), suit la mise en œuvre de cette réforme. Après avoir décrit l'hétérogénéité du réseau mis en place, nous rapportons une série d'exemples qui illustrent certaines tensions entre activités et pointent quelques obstacles au travail d'articulation. En conclusion, nous soulignons l'importance de développer les conditions qui favorisent le travail d'articulation et permettent à chaque personne impliquée de faire face aux aléas du travail et d'élargir son pouvoir d'agir. C'est dire que le travail d'articulation contribue au fonctionnement du réseau et, plus largement, à la mise en place de la réforme, et ceci au même titre que le développement de nouvelles structures et institutions.