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Theory of Subjectivity from a Cultural-Historical Standpoint
This book examines key ideas related to the Theory of Subjectivity within a cultural-historical approach. It brings together the intellectual contributions made by Professor Fernando González Rey (1949–2019) towards understanding human subjectivity, and emphasizing their unfolding in different fields and contexts. The book addresses the genesis and development of González Rey’s work, articulating this discussion with the author’s biography. González Rey’s main scientific contribution is the Theory of Subjectivity in a cultural-historical perspective, which is inseparable from Qualitative Epistemology and from its constructive-interpretive methodological expression. The book presents and discusses González Rey’s contributions to different contexts and fields, such as psychological research, education, cultural-historical psychology, human development, motivation, human health and psychotherapy. This book brings together examples of how these ideas have been employed and developed in different fields and contexts.
Perezhivanie, Emotions and Subjectivity
This book draws upon Vygotsky’s idea of perezhivanie, emotions and imagination, and introduces the concepts of subjective sense and subjective configuration. These concepts are crucial for explaining and understanding children’s development from a cultural-historical perspective. A book which theorises the relations between the social and the individual through a study of a child’s perezhivanie, which analyses emotions more holistically, and advances the concepts of subjective sense and subjective configuration, is much needed. This book examines the complexity of human development through a comprehensive elaboration of these concepts, allowing for new insights to be put forward. It do...
Subjectivity within Cultural-Historical Approach
This book offers a theoretical and epistemological-methodological framework as an alternative approach to the instrumental-descriptive methodology that has prevailed in psychology to date. It discusses the differences between the proposed approach and other theoretical and methodological positions, such as discourse analysis, phenomenology and hermeneutics. Further, it puts forward a proposal that allows the demands of studying subjectivity to be addressed from a cultural-historical standpoint. The book mainly highlights case studies that have been conducted in various countries, and which employ or depart from the theoretical, epistemological and methodological proposals that guide this book. The research discussed here introduces readers to new discussions on theoretical and methodological issues in subjectivity that have increasingly attracted interest.
Cultural-Historical and Critical Psychology
This book opens up a critical dialogue within and across the theoretical traditions of critical psychology and cultural-historical psychology. It explores and addresses fundamental issues and problems within both traditions, with a view to identifying new avenues for productive discussion and cooperation between these two important movements in contemporary psychology. Accordingly, the book gathers contributions from a range of internationally respected researchers from both fields who have demonstrated a willingness to look critically, and self-critically, at their theoretical allegiances and trajectories. This book provides readers with the opportunity to both appreciate and reflect on fundamental differences of perspective across the ‘cultural-historical’/’critical’ psychology divide and, thereby, to consider and debate key issues facing the discipline of psychology more generally.
A Critical Introduction to Psychology
"A Critical Introduction to Psychology is the first scholarly book, in which fifteen critical psychologists analyze chapters from popular Introduction to Psychology textbooks. In their critiques of mainstream (Euro-American) psychology, the authors of this edited volume also envision a pluriversal, transdisciplinary psychology, which is inclusive of critical voices from all over the world"--
The Sword and the Cross
"This volume provides a series of new perspectives on the political, military and religious history of the reign Fernando III, king of Castile-León from 1217-1252. The essays collected here address the conquest of al-Andalus and the policies of Fernando III, Christian-Muslim relations in the Peninsula, the creation and curation of royal networks of power, the role of women at the Castilian court, and the impact of religious change in Castile-León. Assembling an international group of eleven leading scholars on this period of Iberian history, this volume combines military and religious history with a variety of novel approaches and methodologies to ask new and exciting questions about the reign of Fernando III and his place in medieval European history. Contributors are Martín Alvira, Carlos de Ayala Martínez, Janna Bianchini, Bárbara Boloix-Gallardo, Cristina Catalina, Francisco García Fitz, Francisco García-Serrano, Edward L. Holt, Kyle C. Lincoln, Miriam Shadis, and Teresa Witcombe"--
Motives in Children's Development
The contributors to this collection employ the analytic resources of cultural-historical theory to examine the relationship between childhood and children's development under different societal conditions. In particular they attend to relationships between development, emotions, motives and identities, and the social practices in which children and young people may be learners. These practices are knowledge-laden, imbued with cultural values and emotionally freighted by those who already act in them. The book first discusses the organising principles that underpin a cultural-historical understanding of motives, development and learning. The second section foregrounds children's lives to exemplify the implications of these ideas as they are played out - examining how children are positioned as learners in pre-school, primary school and play environments. The final section uses the core ideas to look at the implementation of policy aimed at enhancing children's engagement with opportunities for learning, by discussing motives in the organisations that shape children's development.
Culture and the Development of Children's Action
In this deeply probing, intellectually challenging work, Dr. JaanValsiner lays the groundwork for a dynamic new cultural-historicalapproach to developmental psychology. He begins by deconstructingtraditional developmental theory, exposing the conceptual confusionand epistemological blind spots that he believes continue toundermine the scientific validity of its methodologies. Hedescribes the ways in which embedded cultural biases shapeinterventional goals and influence both the direction researchtakes and the ways in which research data are interpreted. And hesuggests ways in which researchers and clinicians can become moreaware of and transcend those biases. Dr. Valsiner then develops a hie...
Rethinking Cultural-Historical Theory
This book is an exploration of science in the making. It offers readers the opportunity to critically reflect on the process of development of Vygotsky's research program from the perspective of dialectics, focusing on the dramatic process of building and rebuilding cultural historical theory. Vygotsky's creative and dramatic journey is no less important than the concrete results of his research. An epistemological and historical investigation of the formulation of cultural historical theory sheds light on the process of knowledge production and reveals hidden dimensions of creativity in science.
The Orient in Spain
Taking as its main subject a series of notorious forgeries by Muslim converts in sixteenth-century Granada (including an apocryphal gospel in Arabic), this book studies the emotional, cultural and religious world view of the Morisco minority and the complexity of its identity, caught between the wish to respect Arabic cultural traditions, and the pressures of evangelization and efforts at integration into “Old Christian” society. Orientalist scholarship in Early Modern Spain, in which an interest in Oriental languages, mainly Arabic, was linked to important historiographical questions, such as the uses and value of Arabic sources and the problem of the integration of al-Andalus within a providentialist history of Spain, is also addressed. The authors consider these issues not only from a local point of view, but from a wider perspective, in an attempt to understand how these matters related to more general European intellectual and religious developments.
