Pub Date : 2023-12-23DOI: 10.7146/irtp.v2i1.142791
Patrick Byers, Melanie Jerez
Within the last decade, it has been commonly claimed that societies in the United States and other countries, have entered a ‘post-truth-era’, a time when deception and falsehood have flourished, and the value of factual truth is diminished. Paradoxically, at the same time (1) concerns with truth have become more prominent in popular discourse and in the priorities of institutions, and (2) definitive empirical evidence of an unprecedented recent increase in false or misleading information is lacking. Therefore, how is it that the idea of post-truth earned such widespread acceptance? The possibility explored here is that the idea of a post-truth-era is symptomatic of a deepening commitment to increasingly compelling and divergent narrative truths (as opposed to factual truths). This process is related to the use of the internet and social media platforms and the opportunities they afford for individuals to co-construct their own narrative accounts of reality. While prevailing conceptions of a post-truth-era show some recognition of the challenges this divergence in realities poses—particularly for the geographical communities that most directly sustain infrastructure and institutions—because these conceptions are grounded in a correspondence view of truth and language, they are fundamentally unable to recognize and address the challenges at hand. The latter, we show, can only be adequately grasped and addressed by recognizing the role of the narrative form in the construction of reality.
{"title":"Narrative Form and Forms of Truth","authors":"Patrick Byers, Melanie Jerez","doi":"10.7146/irtp.v2i1.142791","DOIUrl":"https://doi.org/10.7146/irtp.v2i1.142791","url":null,"abstract":"Within the last decade, it has been commonly claimed that societies in the United States and other countries, have entered a ‘post-truth-era’, a time when deception and falsehood have flourished, and the value of factual truth is diminished. Paradoxically, at the same time (1) concerns with truth have become more prominent in popular discourse and in the priorities of institutions, and (2) definitive empirical evidence of an unprecedented recent increase in false or misleading information is lacking. Therefore, how is it that the idea of post-truth earned such widespread acceptance? The possibility explored here is that the idea of a post-truth-era is symptomatic of a deepening commitment to increasingly compelling and divergent narrative truths (as opposed to factual truths). This process is related to the use of the internet and social media platforms and the opportunities they afford for individuals to co-construct their own narrative accounts of reality. While prevailing conceptions of a post-truth-era show some recognition of the challenges this divergence in realities poses—particularly for the geographical communities that most directly sustain infrastructure and institutions—because these conceptions are grounded in a correspondence view of truth and language, they are fundamentally unable to recognize and address the challenges at hand. The latter, we show, can only be adequately grasped and addressed by recognizing the role of the narrative form in the construction of reality.","PeriodicalId":250827,"journal":{"name":"International Review of Theoretical Psychologies","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139163095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-23DOI: 10.7146/irtp.v2i1.142790
Alexander Sidorkin
The paper challenges the efficacy of traditional educational reforms focused on accountability, choice, and technology, proposing that the essence of education lies in the relational dynamics between teachers and students. The author explores the concept of the relational self, arguing that education involves the development of diverse relational selves through various life stages. The author critiques dominant educational theories for neglecting the fundamental caregiver-child relationship, emphasizing the need for educational relationships that balance support and challenge. The text advocates for a new dimension of educational accountability that measures relational well-being, calling for a paradigm shift to recognize the importance of relational dynamics in educational outcomes and student experiences. The work presents a case for redefining educational success beyond conventional metrics, underscoring the transformative power of relational pedagogy.
{"title":"Pedagogy of Relation and Educational Communities","authors":"Alexander Sidorkin","doi":"10.7146/irtp.v2i1.142790","DOIUrl":"https://doi.org/10.7146/irtp.v2i1.142790","url":null,"abstract":"The paper challenges the efficacy of traditional educational reforms focused on accountability, choice, and technology, proposing that the essence of education lies in the relational dynamics between teachers and students. The author explores the concept of the relational self, arguing that education involves the development of diverse relational selves through various life stages. The author critiques dominant educational theories for neglecting the fundamental caregiver-child relationship, emphasizing the need for educational relationships that balance support and challenge. The text advocates for a new dimension of educational accountability that measures relational well-being, calling for a paradigm shift to recognize the importance of relational dynamics in educational outcomes and student experiences. The work presents a case for redefining educational success beyond conventional metrics, underscoring the transformative power of relational pedagogy.","PeriodicalId":250827,"journal":{"name":"International Review of Theoretical Psychologies","volume":"27 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139161720","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-23DOI: 10.7146/irtp.v2i1.142507
Regina Langhout
This talk draws together two decades of research designed to center BIPOC children as they discuss and continue to develop what a productive school culture means to them. All studies are presented to address a framework to better understand the process of change/conscientización as a theoretical guide. I engage two research questions: What are the characteristics of liked school places, and how do they differ from disliked places? and How does the developmental process of conscientización unfold (prospectively)? The first reserch question, based on a long-term collaboration at one elementary school, sets the stage for another long-term youth participatory action research project at another elementary school. The second research question is addressed through a series of studies where children decide how they want to make decisions as a group, how they discern a problem to focus on, and how this affects their relational empowerment in the school. Children’s critical consciousness and actions are highlighted across these studies.
{"title":"Using Youth Participatory Action Research to Support BIPOC, Working Class, and Working Poor Elementary School Students' Conscientización","authors":"Regina Langhout","doi":"10.7146/irtp.v2i1.142507","DOIUrl":"https://doi.org/10.7146/irtp.v2i1.142507","url":null,"abstract":"This talk draws together two decades of research designed to center BIPOC children as they discuss and continue to develop what a productive school culture means to them. All studies are presented to address a framework to better understand the process of change/conscientización as a theoretical guide. I engage two research questions: What are the characteristics of liked school places, and how do they differ from disliked places? and How does the developmental process of conscientización unfold (prospectively)? The first reserch question, based on a long-term collaboration at one elementary school, sets the stage for another long-term youth participatory action research project at another elementary school. The second research question is addressed through a series of studies where children decide how they want to make decisions as a group, how they discern a problem to focus on, and how this affects their relational empowerment in the school. Children’s critical consciousness and actions are highlighted across these studies.","PeriodicalId":250827,"journal":{"name":"International Review of Theoretical Psychologies","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139162422","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-23DOI: 10.7146/irtp.v2i1.142793
Marcus Vinícius Amaral Gama Santos, Arthur Arruda Leal Ferreira
This paper aims to discuss the importance of decolonial narratives in general and in the field of history of psychology in particular. For this, we take as the starting point the initial results of a recently published empirical study, which investigated different styles of management within the scope of labor in Rio de Janeiro between 1949 and 1965 through the analysis of publications of the journal Arquivos Brasileiros de Psicologia. Such results pointed to an inadequacy between the interpretations of the management styles that are used, on the one hand, in the English and North American context and, on the other, in Rio de Janeiro. The discussion of this article focuses on this inadequacy, underlining the differences between how colonial and decolonial narratives conceive the relationship between empirical data and intelligibility matrices and the historiographical and methodological consequences of this relationship.
本文旨在讨论非殖民叙事的重要性，特别是在心理学史领域的重要性。为此，我们以最近发表的一项实证研究的初步结果为出发点，该研究通过分析《Arquivos Brasileiros de Psicologia》杂志的出版物，调查了 1949 至 1965 年间里约热内卢劳动范围内的不同管理风格。这些结果表明，对英国和北美与里约热内卢所使用的管理方式的解释存在不足。本文的讨论集中于这一不足之处，强调了殖民地和非殖民地叙事如何看待经验数据和可理解矩阵之间的关系，以及这种关系在历史学和方法论上的后果。
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Pub Date : 2023-12-23DOI: 10.7146/irtp.v2i1.142792
Johanna Degen
The discourse around sex education is ambivalent and normatively loaded, stretching roughly between conservatism, liberalism, and neo-emancipation. In Germany, teachers receive no specific training and have little access to education, besides short and optional training from third-party providers. As a result, they feel left alone, overburdened, and politically at risk while simultaneously reporting a personal desire to make a positive change. Teach Love is a psychological knowledge transfer project applying critical community psychology to teachers’ continuing education on sex education. The participants receive emotion-, value-based, and pluralistic digital training based on empirically assessed needs and in collaboration with scientists (psychology, pedagogy, sociology) and practitioners (therapists, teachers, midwives) focusing on comprehensive competence. In this contribution, I present the empirically assessed teacher's needs on sex education and the resultant didactic. Second, I present the empirical post-measure evaluations to discuss the potential of applied critical community psychology in teachers' professionalisation. This contribution serves in three ways. Firstly, the paper presents a practically tested approach to how to deal constructively with polarizing topics in pedagogy. Secondly, the results show how to support teachers by applying critical community psychology in the teacher's professional development. Finally, insights into digital education formats, their applicability, effectiveness, and acceptability are gained.
{"title":"“I Feel Like a Sex Ed Wizard Now”","authors":"Johanna Degen","doi":"10.7146/irtp.v2i1.142792","DOIUrl":"https://doi.org/10.7146/irtp.v2i1.142792","url":null,"abstract":"The discourse around sex education is ambivalent and normatively loaded, stretching roughly between conservatism, liberalism, and neo-emancipation. In Germany, teachers receive no specific training and have little access to education, besides short and optional training from third-party providers. As a result, they feel left alone, overburdened, and politically at risk while simultaneously reporting a personal desire to make a positive change. Teach Love is a psychological knowledge transfer project applying critical community psychology to teachers’ continuing education on sex education. The participants receive emotion-, value-based, and pluralistic digital training based on empirically assessed needs and in collaboration with scientists (psychology, pedagogy, sociology) and practitioners (therapists, teachers, midwives) focusing on comprehensive competence. In this contribution, I present the empirically assessed teacher's needs on sex education and the resultant didactic. Second, I present the empirical post-measure evaluations to discuss the potential of applied critical community psychology in teachers' professionalisation. This contribution serves in three ways. Firstly, the paper presents a practically tested approach to how to deal constructively with polarizing topics in pedagogy. Secondly, the results show how to support teachers by applying critical community psychology in the teacher's professional development. Finally, insights into digital education formats, their applicability, effectiveness, and acceptability are gained.","PeriodicalId":250827,"journal":{"name":"International Review of Theoretical Psychologies","volume":"43 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139161837","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-23DOI: 10.7146/irtp.v2i1.142789
P. Segalo
In this presentation, I offer a brief personal reflection of my entry and introduction to psychology. I start from positionsing myself to highlight how we do not come into institutions of higher learning and our disciplines as empty vessels but with histories that shape how we view the world. Drawing from social justice scholars and my earlier work, I point to how psychology needs to shift from locating ‘problems’ within individuals but instead acknowledge the structural imbalances that contribute to individual and collective dis-eases facing society. I go on to call for a decolonial feminist psychology that acknowledges the multiple oppressions faced by people in many formely colonised nations such as South Africa, with a particular focus on women. I further show how visual methodologies such as embroideries offer the potential for epistemic justice and decolonial possibilities by centering community members as co-constrctors of knowledge. I conclude by highlighting how hope carries the potential for psychological healing.
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Pub Date : 2021-12-13DOI: 10.7146/irtp.v1i2.128023
Renato Silva Guimaraes
The Freudian theory and the era of acceleration announced by the Futurist Manifesto arrived in Brazil in 1899 and 1909, respectively. Afterwards the concrete reception of these two significant events became more than the symptomatic revelation of the shocks provoked by industrial modernity and its powerful undercurrent of anxieties. The poet, „clown“, writer and major figure of the Brazilian modernist avant-garde, Oswald de Andrade (1890-1954) absorbed Freud and the Futurist Manifesto at once, re-pragmatized and re-semantized them. Oswald's concept of Cultural Anthropophagy (1928) as a central interpretative strategy, to be exact, an hermeneutic approach is defined by Haroldo de Campos aptly: “Oswald's ‘Anthropophagy’ [...] is the thought of critical devoration of the universal cultural heritage” (Campos,1986). The introduction of the anthropophagic trope inspired by Native Americans’ metaphysics leads the poet to a subversion of the Gestalt/Behavior psychological theories: “The anthropophagic function of the psychological behavior is reduced to two parts: 1) totemiser the external taboos; 2) create a new taboo in exogamic function” (Andrade,1929). From 1928 to 1950 the Anthropophagy approach on the interaction between the individual and the environment gained philosophical consistency. Oswald's thesis is a conceptual alternative that attempted to bring answers through the amplification of our ethical becoming. As an epistemological perspective attentive to the different modes of existence, the proposition of Oswald is a field of transformative practices having the power to overcome the techno-industrial paradigms. I will examine the contribution of Oswald de Andrade to theoretical psychology and to the issues that arise in an “Era of Acceleration” where the symbolic field is replaced by a cybernetic field.
弗洛伊德理论和未来主义宣言所宣告的加速时代分别于1899年和1909年来到巴西。之后，对这两个重大事件的具体接受，不仅仅是对工业现代性及其强大的焦虑潜流所引发的冲击的症状性揭示。诗人、“小丑”、作家和巴西现代主义先锋派的主要人物奥斯瓦尔德·德·安德拉德(Oswald de Andrade, 1890-1954)同时吸收了弗洛伊德和未来主义宣言，并将它们重新实用和重新语义化。奥斯瓦尔德的“文化食人论”(1928)作为一种核心的解释策略，准确地说，是一种解释学的方法，被哈洛多·德·坎波斯恰当地定义为:“奥斯瓦尔德的“食人论”[…]是对普遍文化遗产的批判性奉献的思想”(Campos,1986)。受美国印第安人形而上学启发而引入的食人修辞使诗人对完形/行为心理学理论进行了颠覆:“心理行为的食人功能被简化为两部分:1)图腾化外部禁忌;2)在异域功能中创造新的禁忌”(Andrade,1929)。从1928年到1950年，关于个体与环境相互作用的“人食论”获得了哲学上的一致性。奥斯瓦尔德的论文是一个概念性的选择，试图通过扩大我们的道德发展来找到答案。作为一种关注不同存在模式的认识论视角，奥斯瓦尔德的命题是一个具有克服技术-工业范式力量的变革实践领域。我将研究Oswald de Andrade对理论心理学的贡献，以及在符号场被控制论场取代的“加速时代”中出现的问题。
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Pub Date : 2021-07-10DOI: 10.7146/irtp.v1i2.127970
A. Phoenix
This paper examines the notion of acceleration as simultaneously dynamic and fast moving but underpinned by legacies from an earlier age that inform their development and the ways in which they inflect social life. It shows how sites of dynamic social acceleration can shift and change its focus over time, while (implicitly) maintaining the same logic of unequal power relations. In order to produce social justice and equality, it is, therefore, necessary to understand the logic and ideologies that underpin social relations and technological developments. The paper starts by illustrating the ways in which social acceleration is both longstanding and constitute ideologies of their time. It then considers the thinking of the UK psychologist Francis Galton, the cousin of Charles Darwin, and the legacy of his work. The third section presents the theoretical resources on which the paper draws. The paper then considers three examples of measurements that reproduce unequal power relations by fixing inequalities in their assumptions, even though they exemplify social acceleration. The three examples are parenting styles, unconscious bias and algorithms. The final main part of the paper considers possibilities for change by briefly historicising statistics and considering how they can be rethought. It also briefly discusses insider resistance to ideological fixity that reproduces and amplifies social inequalities of, for example, racialisation, gender and social class.
{"title":"Becomings or fixity?","authors":"A. Phoenix","doi":"10.7146/irtp.v1i2.127970","DOIUrl":"https://doi.org/10.7146/irtp.v1i2.127970","url":null,"abstract":"This paper examines the notion of acceleration as simultaneously dynamic and fast moving but underpinned by legacies from an earlier age that inform their development and the ways in which they inflect social life. It shows how sites of dynamic social acceleration can shift and change its focus over time, while (implicitly) maintaining the same logic of unequal power relations. In order to produce social justice and equality, it is, therefore, necessary to understand the logic and ideologies that underpin social relations and technological developments. The paper starts by illustrating the ways in which social acceleration is both longstanding and constitute ideologies of their time. It then considers the thinking of the UK psychologist Francis Galton, the cousin of Charles Darwin, and the legacy of his work. The third section presents the theoretical resources on which the paper draws. The paper then considers three examples of measurements that reproduce unequal power relations by fixing inequalities in their assumptions, even though they exemplify social acceleration. The three examples are parenting styles, unconscious bias and algorithms. The final main part of the paper considers possibilities for change by briefly historicising statistics and considering how they can be rethought. It also briefly discusses insider resistance to ideological fixity that reproduces and amplifies social inequalities of, for example, racialisation, gender and social class.","PeriodicalId":250827,"journal":{"name":"International Review of Theoretical Psychologies","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125480529","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-10DOI: 10.7146/irtp.v1i2.128013
Arthur Arruda Leal Ferreira, M. Santos, Laura Petrenko Doria, Rafael de Souza Lima
This paper aims at discussing the different ways in which subjectivities are produced by psychological practices, with a focus on clinical practice. This research is conceptually based on Isabelle Stengers’ and Vinciane Despret’s Political Epistemology and Bruno Latour’s and John Law’s Actor-Network Theory. For these authors, scientific knowledge is produced not as a representation of reality through well-formed sentences, but as modes of articulation between researchers and investigated entities. To investigate these modes of articulation produced by clinical practices, we observed the modes of articulation present in specific psychological techniques with regard to their users, especially in a therapeutic environment. These techniques follow a wide range of therapeutic approaches (psychoanalysis, cognitive behavioral therapy, Gestalt therapy and institutional analysis) are currently being observed at the DPA (Division of Applied Psychology) at UFRJ (Federal University from Rio de Janeiro) through interviews and an ethnographic approach. Furthermore, we will discuss processes related to interns and patients. With regard to the interns, we observed a very complex and almost impossible mode of negotiation with respect to the practices, concepts and duration of therapy among the therapy groups at DPA. Their education in these different therapeutic approaches can be likened to a process of purification: beyond the discussion of some basic concepts, much of the interns’ education consists in the constant criticism of other approaches. It is also very rare to observe students who practice more than one approach: beyond the pragmatic problem in articulating very different practices, there is a constant process of critique between both groups to which the intern belongs. With regard to patients it was possible to perceive two response patterns: 1) Canonical answers about what therapy is and what its goals are, demonstrating docility regarding the psychologist’s authority. 2) Answers with a more inquisitive position about psychology, with an underlying understanding that it is a way of seeing the world, a philosophy of life, thus presenting a more recalcitrant position. In this case patients link therapy to very diverse practices, and they do so in a very active way, in a process that resembles what Foucault calls the techniques of the self (a group of practices and exercises used actively by someone aiming to transform themselves into an ethical being). We can find such techniques among patients in various practices, e.g. writing in diaries, the singular appropriations of the discourse of the therapists, and even exercises of self-questioning and problematization of the instances of collective life, such as prejudice, stereotypes and subliminal messages. Thus, we can define patients in various ways, but not as passive and patient creatures.
{"title":"Production of Subjectivities in a Division of Applied Psychology","authors":"Arthur Arruda Leal Ferreira, M. Santos, Laura Petrenko Doria, Rafael de Souza Lima","doi":"10.7146/irtp.v1i2.128013","DOIUrl":"https://doi.org/10.7146/irtp.v1i2.128013","url":null,"abstract":"This paper aims at discussing the different ways in which subjectivities are produced by psychological practices, with a focus on clinical practice. This research is conceptually based on Isabelle Stengers’ and Vinciane Despret’s Political Epistemology and Bruno Latour’s and John Law’s Actor-Network Theory. For these authors, scientific knowledge is produced not as a representation of reality through well-formed sentences, but as modes of articulation between researchers and investigated entities. To investigate these modes of articulation produced by clinical practices, we observed the modes of articulation present in specific psychological techniques with regard to their users, especially in a therapeutic environment. These techniques follow a wide range of therapeutic approaches (psychoanalysis, cognitive behavioral therapy, Gestalt therapy and institutional analysis) are currently being observed at the DPA (Division of Applied Psychology) at UFRJ (Federal University from Rio de Janeiro) through interviews and an ethnographic approach. Furthermore, we will discuss processes related to interns and patients. With regard to the interns, we observed a very complex and almost impossible mode of negotiation with respect to the practices, concepts and duration of therapy among the therapy groups at DPA. Their education in these different therapeutic approaches can be likened to a process of purification: beyond the discussion of some basic concepts, much of the interns’ education consists in the constant criticism of other approaches. It is also very rare to observe students who practice more than one approach: beyond the pragmatic problem in articulating very different practices, there is a constant process of critique between both groups to which the intern belongs. With regard to patients it was possible to perceive two response patterns: 1) Canonical answers about what therapy is and what its goals are, demonstrating docility regarding the psychologist’s authority. 2) Answers with a more inquisitive position about psychology, with an underlying understanding that it is a way of seeing the world, a philosophy of life, thus presenting a more recalcitrant position. In this case patients link therapy to very diverse practices, and they do so in a very active way, in a process that resembles what Foucault calls the techniques of the self (a group of practices and exercises used actively by someone aiming to transform themselves into an ethical being). We can find such techniques among patients in various practices, e.g. writing in diaries, the singular appropriations of the discourse of the therapists, and even exercises of self-questioning and problematization of the instances of collective life, such as prejudice, stereotypes and subliminal messages. Thus, we can define patients in various ways, but not as passive and patient creatures.","PeriodicalId":250827,"journal":{"name":"International Review of Theoretical Psychologies","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121108161","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-10DOI: 10.7146/irtp.v1i2.128021
Alaric Kohler
This paper aims at presenting a candidate methodology for studying psychological processes involved in meaning making. The analysis of meaning making processes poses methodological challenges. Grize’s proposes a neo-Piagetian theory, Natural Logic, which can be used as a methodology approaching the making and the interpretation of meaning, approaching discourse as a complex process interrelating cognitive, social and cultural dimensions. The making of new meaning is nevertheless approached through language use, yet both as a creative process in choosing and assembling words together, and as an interpretative process of reasoning in listening to or reading discursive material. This paper presents some main features of a new methodology for studying meaning making and interpretation processes in psychology, and a quick introduction to its practice based on a short example of analysis. The objective is to contribute to detailed analysis of meaning making, as we find it in complex cognitive activities such as interviewing, presenting or listening to a political discourse, debating, or teaching.
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