Voici les éléments 1 - 4 sur 4
  • Publication
    Accès libre
    Metaphors of development and the development of metaphors
    (2020-12-1) ;
    Gillespie, Alex
    Development is a core theoretical issue for psychology. Yet, the root metaphors that guide theory and research on development have rarely been questioned, and the limitations and blind spots of these metaphors have not been made explicit. In this article, we propose an exercise in theoretical imagination. We start by reviewing the metaphors commonly used in developmental psychology. We then develop four alternative metaphors that, despite being present in the general semiosphere, have not received much theoretical attention. In order to evaluate these metaphors, we introduce a case study of the development evident in a woman’s diary. On this basis, we invite psychologists to examine new metaphors and thus expand the horizon of possible theorizing.
  • Publication
    Accès libre
    Imagination in Human and Cultural Development
    (London: Routledge, 2016) ;
    Gillespie, Alex
    This book positions imagination as a central concept which increases the understanding of daily life, personal life choices, and the way in which culture and society changes. Case studies from micro instances of reverie and daydreaming, to utopian projects, are included and analysed. The theoretical focus is on imagination as a force free from immediate constraints, forming the basis of our individual and collective agency. In each chapter, the authors review and integrate a wide range of classic and contemporary literature culminating in the proposal of a sociocultural model of imagination. The book takes into account the triggers of imagination, the content of imagination, and the outcomes of imagination. At the heart of the model is the interplay between the individual and culture; an exploration of how the imagination, as something very personal and subjective, grows out of our shared culture, and how our shared culture can be transformed by acts of imagination. Imagination in Human and Cultural Development offers new perspectives on the study of psychological learning, change, innovation and creativity throughout the lifespan. The book will appeal to academics and scholars in the fields of psychology and the social sciences, especially those with an interest in development, social change, cultural psychology, imagination and creativity.
  • Publication
    Accès libre
    Integrating experiences: Body and mind moving between contexts
    (Charlotte, NC: Information Age Publishing, 2015) ;
    Gillespie, Alex
    ;
    Wagoner, Brady
    ;
    Chaudhary, Nandita
    ;
    Hviid, Pernille
    Zittoun and Gillespie propose a model of the relation between mind and society, specifically the way in which individuals develop and gain agency through society. They theorize a two-way interaction: bodies moving through society accumulate differentiated experiences, which become integrated at the level of mind. This enables psychological movement between experiences, which in turn mediates how people move through society. The model is illustrated with a longitudinal analysis of diaries written by a woman leading up to and through the Second World War.
  • Publication
    Accès libre
    The use of symbolic resources in developmental transitions
    (2003-5-2) ;
    Duveen, Gerard
    ;
    Gillespie, Alex
    ;
    Ivinson, Gabrielle
    ;
    Psaltis, Charis
    This paper introduces the idea of symbolic resources as the use of cultural elements to mediate the representational work occasioned by ruptures or discontinuities in the smooth experience of ordinary life, moments when the ‘taken-for-granted’ meanings cease to be taken for granted. In particular we are concerned with the use of symbolic resources in moments of developmental transitions, that is, the mobilization of symbolic elements ranging from shared bodies of knowledge or argumentative strategies to movies, magazines or art pieces. The paper begins with a brief theoretical sketch of these ideas, and then presents three case studies, each of which involves the use of a different type of symbolic resource within a particular age group. In the first, children are observed in interaction with a peer about a conservation problem. In the second, adolescents are observed negotiating the meaning of their art productions with their peers, teachers and parents. The third example looks at Western tourists searching for spirituality, adventure and freedom in Ladakh as an alternative to the materialism of modernity. In each case the analysis of the symbolic resources employed indicates the significance of the gaze of the other in the construction of meanings, and of the various constraints operating within specific situations. The analysis also reveals different modes of use of symbolic resources, linked to changing forms of reflectivity.