An Invitation to Cultural Psychology looks at the everyday life worlds of human beings through the lens of a new synthetic perspective in cultural psychology – that of semiotic dynamics. Based on historical work from many different fields in the social and behavioural sciences, and the humanities too, this perspective applied to cultural psychology suggests that human beings are constantly creating, maintaining and abandoning hierarchies of meanings within all cultural contexts they experience. It’s a perspective that leans heavily on the work of the great French philosopher, Henri Bergson, only now being realised as a core basis for human cultural living. Jaan Valsiner is the founding editor of the major journal in the field, Culture & Psychology, and Editor of the Oxford Handbook of Culture and Psychology. He is the first Niels Bohr Professor of Cultural Psychology at Aalborg University in Denmark, where he leads Europe′s first Research Centre on Cultural Psychology.
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 schoolfamily 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. Eemphasizing social locomotion and the dynamic processes, the book try 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 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 "theorizing on the borders" (and how “the outside world” and “the others” are perceived from a certain point of view) and “the practices" that characterize the school-home interaction.
Organized around the theme of self-censorship -- the disconnect between what people privately think or feel and how they act publicly -- this brief seven-chapter text introduces students to social psychology by focusing on the field's most interesting studies and real-world applications. An INVITATION TO SOCIAL PSYCHOLOGY contains high-interest studies that will engage students as they convey how social psychologists think about social life. Dale Miller shows that the common and extreme forms of social behavior are more alike than unlike. With an emphasis on social interaction in everyday situations, he makes connections to students' lives as if to say "we've all been in this situation."AN INVITATION TO SOCIAL PSYCHOLOGY covers fewer studies but in considerably more detail than a traditional introductory text. It includes textured descriptions, so students come away with a deeper understanding of the core methodologies used by social psychologists to understand the world from a social psychological perspective. Miller achieves the balance of crafting a social psychology text that is valuable to instructors, while at the same time interesting and fun for students. Miller's text can be used as either a core or supplemental text in an introductory or advanced social psychology course.
Developing Cultural Humility offers a unique look into the journeys of psychologists striving towards an integration of multiculturalism in their personal and professional lives. Contributing authors—representing a mix of “cultural backgrounds” but stereotypically identified as “White”—engage in thoughtful dialogue with psychologists from underrepresented communities who are identified as established and respected individuals within the multicultural field. The contributing authors discuss both the challenges and rewards they experienced in their own journeys and how they continue to engage in the process of staying connected to their cultural identity and to being culturally responsive. In addition, psychologists who represent historically disenfranchised communities have similarly reflected on their own journey, while offering commentary to the personal stories of White psychologists. This text is useful for stimulating discussions about privilege, power, and the impact race has on either bringing people together or creating more distance, whether intentionally or unintentionally. It demonstrates to readers how to engage in the process of examining one’s own “culture” in more intentional ways, and discusses the implications as we move towards engaging in more dialogue around multicultural issues.
The International Handbook of Psychology Learning and Teaching is a reference work for psychology learning and teaching worldwide that takes a multi-faceted approach and includes national, international, and intercultural perspectives. Whether readers are interested in the basics of how and what to teach, in training psychology teachers, in taking steps to improve their own teaching, or in planning or implementing research on psychology learning and teaching, this handbook will provide an excellent place to start. Chapters address ideas, issues, and innovations in the teaching of all psychology courses, whether offered in psychology programs or as part of curricula in other disciplines. The book also presents reviews of relevant literature and best practices related to everything from the basics of course organization to the use of teaching technology. Three major sections consisting of several chapters each address “Teaching Psychology in Tertiary (Higher) Education”, “Psychology Learning and Teaching for All Audiences”, and “General Educational and Instructional Approaches to Psychology Learning and Teaching”.
This volume aims at further articulating and developing the cultural psychological interest in community. It focuses on the processes through which individuals constitute communities and the processes that restrain or enable moving forward with others. This interest is necessary especially now that the world is on the move. Economic crises, political crises and ecological crises have led to reinforced migration patterns, a rise in authoritarianism and xenophobia, and have become a threat to the survival of the world as we know it, particularly to minorities and indigenous communities. At the same time, we are witnessing the birth of new networks, dialogues and actions, generated by people within, between and among communities. Therefore, this volume collects interdisciplinary theoretical, empirical and applied contributions enabling engagement with communities in cultural psychology. This involves both reflections on meaning-making processes and projections on how they feed into social transformation, in exchange with community psychology, anthropology and sociology. People vitally depend on community to effectively negotiate or resist in complex intercultural or intergroup settings. In the wake of human rights violations or to prevent further damage to the environment a community is needed to undertake action. From feminist movements and disability activism to the otherwise marginalized: how do people constitute communities? How do they resist as a community? How can cultural psychology contribute not only to understand meaning-making processes, but also connect them to processes of social transformation? Migration, moving through and connecting to different communities can affect meaning making in significant ways. People consider themselves as members of one or another community, but they also increasingly enter into new settings of social practice with new means for action. How might creative meaning-making build bridges between communities? How might new community arise in between or with others? How can cultural psychology deal with intercultural processes without reifying different cultures? These are the central questions that the, mostly emerging, scholars from many corners of the world address in this book. Their research addresses different institutional settings that are resisted and transformed from within, in dialogue with others. From social work, NGOs and municipal activity to university talent mobility and art projects for youth. Other settings are newly inhabited, from the public square and the social media to a foreign city and neighborhood church. Thus, more communities appear on the map of cultural psychology.
Innovative research requires courageous methods. With this in mind, Courageous Methods in Cultural Psychology invites students and post-graduate researchers to develop methods that will let them grasp phenomena of interest more fully. Readers will learn how to use established methods, and may be asked to develop them further by combining single steps of extant procedures, or by taking a completely new approach to data collection and analysis. In this book, diverse researchers present projects in which they have tried to do just that. A comprehensive process — from narrowing down research questions to collecting and analyzing data — is given in detail, followed by critical reflections on how well the authors have understood and shared complex realities. Project presentations are framed by theoretical chapters that deal with the challenges and opportunities of cultural psychology and interdisciplinary research. Courageous Methods in Cultural Psychology is sure to inspire and encourage those who wish to venture on new roads “into the wild.”
This Brief provides an in-depth discussion of five major points of intersection between philosophy and cultural psychology. The first chapter frames central analytical and normative threads, foregrounding the focal notion of thresholds of sense. The second chapter explores the nature of contexts, situations, and backgrounds of meaning-making following the lead of John Dewey, Ben-Ami Scharfstein, and Gernot Böhme. Chapter three examines the complementary analytical power of the semiotic resources developed in the work of Peirce, Bühler, and Cassirer. Chapter four shows the heuristic fertility and psychological bearing of Susanne Langer's feeling-based aesthetic model of minding. The final chapter establishes affectivation as the inescapable consequence of human beings giving life to themselves by giving life to signs. The Brief concludes with three commentaries from leading researchers in the area. The chapters weave together interlocking themes: the nature of embodied perception, the variety of contexts and semiotic frameworks and their schematization of thresholds of meaning-making, the role of art and theories of imagination both in cultural psychology and in philosophy, and the centrality of feeling in all forms of meaning-making. Between Philosophy and Cultural Psychology will be of interest to cognitive and cultural psychologists as well as researchers and upper-graduate students in philosophy and related psychology fields.
This book provides an overview and discussion of Cultural Psychology of Semiotic Dynamics (CPSD) as a general developmental science. It discusses the challenging interplay between the sophisticated abstract concept of a holistic-dynamic understanding of the psyche and the concrete human experience. Chapters begin by framing the specific topics discussed in the book and elaborating on the border “zone” in between individual and collective-societal meanings. Subsequent chapters and a final conclusion discuss CPSC as an abstractive conceptual enterprise. The book is divided into sections, each beginning with a chapter written by Jaan Valsiner. The individual sections focus on (I) the nature of psyche as a semiotic constructive process; (II) the primacy of affect as semiotic constructive processes, highlighting the role of the sublime as a border between mundane and aesthetic experience; and (III) the ambivalent core of the human mind, marked by the constructive and destructive semiosis for encountering the sublime as locus of novelty emergence. Cultural Psychology as Basic Science will be of interest to undergraduate and graduate students as well as researchers and professors in the fields of psychology, anthropology, history, philosophy, and research branches of the social sciences.
Cultural Psychology is a radical new look in psychology that studies how persons and social-cultural worlds mutually constitute one another. With the increase of globalization and multicultural exchanges, cultural psychology becomes the psychological science for the 21st century. Encounters with others fundamentally transform the way we understand ourselves. No longer can we ignore questions about how our cultural traditions, practices, beliefs, artifacts and other people constitute how we approach, understand, imagine and remember the world. The Niels Bohr Professorship Lectures in Cultural Psychology series aims to highlight and develop new ideas that advance our understanding of these issues. This first volume in the series features an address by Prof. Jaan Valsiner, which is followed by ten commentary chapters and his response to them. In his lecture, Valsiner explores what Niels Bohr’s revolutionary principle of ‘complementarity’ can contribute to the development of a cultural psychology that takes time, semiotics, and human feeling seriously. Commentators further discuss how complementarity can act as an epistemology for psychology; a number of new methodological strategies for incorporating culture and time into investigations; and what cultural psychology can contribute to our understanding of imagination, art, language and self-other relations.
