Compatriot and foreigner : a study of impression formation in three countries

Caption title"February 5, 1957."At head of title: Communications Program. Experimental Section"350"--handwritten on coverIncludes bibliographical references (leaf 21

Desarrollo, cultura y educación: algunas reflexiones sobre lo que debería estudiar la psicología

Se recogen las reflexiones presentadas en el VII Congreso Internacional de Psicología y Educación y XXI Congreso de INFAD. La ciencia de la psicología trata de investigar y comprender la condición humana. Considera que los métodos convencionales de investigación psicológica no tienen en cuenta factores como la incidencia de la educación y la cultura, que el psicólogo puede aprender del antropólogo, del sociólogo y del historiador. Nunca se comprenderá el comportamiento humano estudiándolo fuera de contexto. Se necesita ir más allá de los estudios convencionales sobre pensamiento lógico y asociativo y adentrarse en el ámbito del pensamiento narrativo. Esta investigación cultural es esencial para cultivar y mantener la profundidad y la extensión de la psicología. La educación no es lo único, ni debe dedicarse exclusivamente, a la transmisión del conocimiento establecido. También debe cultiva la conciencia de la condición humana. La educación no es solo llegar a dominar un contenido, también es lograr captar en qué consiste conocer y comprender.This article collects his reflections presented at the VII International Congress of Psychology and Education and XXI Congress of INFAD. The science of psychology tries to investigate and understand the human condition. Considers that the conventional methods of psychological investigation do not take into account factors such as the incidence of education and culture, that the psychologist can learn of the anthropologist, sociologist and historian. Never can be understood the human behavior studying it out of context. We need to go beyond the conventional studies on logical thinking and associative and we need to go into the field of thought narrative. This cultural research is essential to cultivate and maintain the depth and extent of psychology. Education is not the only thing, nor should be devoted exclusively to the transmission of knowledge established. You must also cultivate the conscience of the human condition. Education is not the only content, it's also capture what is know and understand.peerReviewe

Self-Making and World-Making: wie das Selbst und seine Welt autobiographisch hergestellt werden

Ausgehend von der Aussage, dass Leben in der Konstruktion von Texten hergestellt wird, werden Autobiographien auf ihre Eigenarten als Genres von Erzählungen hin untersucht. Dabei werden unter anderem die folgenden Fragen diskutiert: (1) Welche Anforderungen werden gestellt, was ist kulturell kanonisiert, wieso müssen Konventionen eingehalten und verletzt werden? (2) Wie entsteht in Markierungen von Wendepunkten Individualität? Autobiographie wird beschrieben als eine Weise des Sich-in-die-Welt-Setzens und als ein Vorgang, in dem das konstruierte Selbst und seine treibenden Kräfte zum Gravitationszentrum der Welt werden. In dieser Beziehung wird auch Welt "hergestellt"

A practitioner concept of contemporary creativity

This article reviews conceptualisations from three academic areas: the sociology of art, the psychology of creativity, and research on the cultural and creative industries. These are compared with findings from a critical discursive study with UK practitioners. The meanings and associations these ‘maker artists’ attach to creativity are discussed as a ‘practitioner concept’. For the practitioners, the association of creativity with art carries a promise of transcendence and escape from ordinary life, but also a potential challenge to their own entitlement and claims to a creative status. The article shows, first, that the academic areas utilise different and conflicting conceptualisations and, second, that the practitioner concept is not consistent with any one of these. The article argues that the contemporary celebration of creativity is based on different meanings and unacknowledged conflicts. The article proposes that future social psychological research on creativity requires a more critical approach to the concept

Predicating from an early age: edusemiotics and the potential of children’s preconceptions

This paper aims to explain how semiotics and constructivism can collaborate in an educational epistemology by developing a joint approach to prescientific conceptions. Empirical data and findings of constructivist research are interpreted in the light of Peirce’s semiotics. Peirce’s semiotics is an anti-psychologistic logic (CP 2.252; CP 4.551; W 8:15; Pietarinen in Signs of logic, Springer, Dordrecht, 2006; Stjernfelt in Diagrammatology. An investigation on the borderlines of phenomenology, ontology and semiotics, Springer, Dordrecht, 2007) and relational logic. Constructivism was traditionally developed within psychology and sociology and, therefore, some incompatibilities can be expected between these two schools. While acknowledging the differences, we explain that constructivism and semiotics share the assumption of realism that knowledge can only be developed upon knowledge and, therefore, an epistemological collaboration is possible. The semiotic analysis performed confirms the constructivist results and provides a further insight into the teacher-student relation. Like the constructivist approach, Peirce’s doctrine of agapism infers that the personal dimension of teaching must not be ignored. Thus, we argue for the importance of genuine sympathy in teaching attitudes. More broadly, the article also contributes to the development of postmodern humanities. At the end of the modern age, the humanities are passing through a critical period of transformation. There is a growing interest in semiotics and semiotic philosophy in many areas of the humanities. Such a case, on which we draw, is the development of a theoretical semiotic approach to education, namely edusemiotics (Stables and Semetsky, Pedagogy and edusemiotics: theoretical challenge/practical opportunities, Sense Publishers, Rotterdam, 2015)

The Problem of Experience in the Study of Organizations

This paper deals with the fact that we cannot experience large organizations directly, in the same way as we can experience individuals or small groups, and that this non-experientiability has certain implications for our scientific theories of organizations. Whereas a science is animated by a constructive interplay of theory concepts and experience concepts, the study of organizations has been confined to theory concepts alone. Implications of this analysis for developing a science of organizations are considered.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/68303/2/10.1177_017084069301400102.pd

Black gold: trustworthiness in artistic research (seen from the sidelines of arts and health)

Rigour plays a central role in contemporary research culture. But how appropriate a concept is it to think, perform, and make judgements with on what is trustworthy and excellent in artistic research and its neighbouring field of arts and health? The historical meanings of rigour suggest severity and rigidity: straight lines, austere habits, privations. As a word, rigour has a mixed ancestry – French, Latin, Middle English. Some of its earliest uses coincide with a feudal system of government in Europe, with rigge [verb] meaning to plough a straight line in a narrow strip, and rig [verb] to provide a straight ridge to a house. Rig [noun] a derivation of ridge, was used in England five hundred years ago of human and animal backbones, perhaps reflecting everyday physical burdens. Rigours [noun] conveyed the meting out of un-cautioned punishments and cruelty. While the temperament of rigour might be appropriate for research that follows pre-set norms and standards of repeatability, its use to judge what is trustworthy in artistic research is questionable. Though artistic researchers need to understand the rigour concept, by contrast, artistic research as a kind of ‘thinking through making’ (Ravetz, 2011, 159; Ingold, 2013, 6), places value on improvisation, chance encounter, unforeseen admixture and the in- and outward- folding of process, affect and material. Once it is accepted that poiesis is part of the research process (Ingold, 2013; Haraway, 2016), it becomes apparent that artistic research cannot easily accommodate straight backed rigour

Biografieforschung: theoretische Perspektiven und methodologische Konzepte für eine re-konstruktive Geschlechterforschung

Die Biografieforschung bezeichnet einen komplexen Forschungsansatz, der auf eine lange Geschichte des wissenschaftlichen Interesses an "persönlichen Dokumenten" verweisen kann. Sie ist eine voraussetzungsvolle Forschungsperspektive, die sich in zentralen Aspekten ihres Vorgehens auf Biografien als theoretisches Konzept, als historisch-empirischen Gegenstand und als komplexe methodologische Strategie bezieht. Andere Begriffe, welche oftmals synonym gebraucht, in der Biografieforschung aber systematisch unterschieden werden, sind "Lebensgeschichte" und "Lebenslauf". Die Autorin skizziert die Perspektiven einer rekonstruktiven Geschlechterforschung innerhalb der Biografieforschung, wozu sie auf die Differenzierungen empirischer Forschung, die methodologischen Prinzipien sowie auf Datenerhebung und Datenanalyse eingeht. Sie hebt insbesondere drei Kontextrelationen bei der Interpretation eines biografischen Textes hervor: Biografie, Interaktion, kulturelle Muster und soziale Regeln. Das skizzierte Konzept von Biografieforschung begreift sie als ein offenes Programm, das vielfältige Anknüpfungspunkte zu aktuellen theoretischen Diskussionen in der Geschlechterforschung aufweist. (ICI2