The Constructive Mind is an integrative study of the psychologist Frederic Bartlett's (1886-1969) life, work and legacy. Bartlett is most famous for the idea that remembering is constructive and for the concept of schema; for him, 'constructive' meant that human beings are future-oriented and flexibly adaptive to new circumstances. This book shows how his notion of construction is also central to understanding social psychology and cultural dynamics, as well as other psychological processes such as perceiving, imagining and thinking. Wagoner contextualises the development of Bartlett's key ideas in relation to his predecessors and contemporaries. Furthermore, he applies Bartlett's constructive analysis of cultural transmission in order to chart how his ideas were appropriated and transformed by others that followed. As such this book can also be read as a case study in the continuous reconstruction of ideas in science.
An integrative study of Frederic Bartlett's work and legacy, describing his fundamental ideas of constructive remembering, schema and cultural dynamics.
This brief charts out principles for a cultural psychology of remembering. The idea at its core is a conceptualization of remembering as a constructive process--something that occurs at the intersection of a person and their social-cultural world. To do this, it moves away from the traditional metaphor of memory as storage and develops the alternative metaphor of construction as part of wider social and cultural developments in society. This new approach is developed from key ideas of Lev Vygotsky and Frederic Bartlett, in particular their concepts of mediation and reconstructive remembering. From this foundation, the authors demonstrate how remembering is conflictual, evolving, and transformative at both the individual and collective level. This approach is illustrated with concrete case studies, which highlight key theoretical concepts moving from micro-level processes to macro-level social phenomena. Among the topics covered are: The microgenesis of memories in conversation The role of narrative mediation in the recall of history Remembering through social positions in conflicts Urban memory during revolutions How memorials are used to channel grief and collective memory Remembering as a Cultural Process traces our ongoing journey to answer the question of the different ways in which culture participates in and is constitutive of what it means for humans to remember. It will be of interest to undergraduate and graduate students as well as researchers in the fields of memory studies or cultural psychology.
This book brings together social sciencists to create an interdisciplinary dialogue on the topic of social change as a cultural process. Culture is as much about novelty as it is about tradition, as much about change as it is about stability. This dynamic tension is analyzed in collective protests, intergroup dynamics, language, mass media, science, community participation, art, and social transitions to capitalism, among others contexts. These diverse cases illustrate a number of key factors that can propel, slow-down and retract social change. An emancipatory and integrative social science is developed in this book, which offers a new explanatory model of human behavior and thought under conditions of institutional and societal change.
This is a major new selection of Samuel Johnson's best work, delightfully introduced by W. K. Wimsatt and scrupulously annotated by Frank Brady and Mr. Wimsatt. Samuel Johnson, the only writer in English since the Renaissance to give his name to a literary period, was the center of English letters in his time. He was Dictionary Johnson, the lexicographer who had single-handedly settled the English language (it was hoped) on a firm basis; he was the author of a handful of fine poems, including two of the most remarkable satires of the century; he was a moralist whose Rambler and Idler essays, and novel-of-ideas Rasselas, provided a searching view of men and matters. And in his final years he produced his greatest work, that extraordinary combination of biography and criticism which came to be known as the Lives of the Poets. This first extensive anthology of Johnson's writings to be published in many years emphasizes Johnson the writer. It responds to those aspects of Johnson's work of special interest to modern readers. It comprises a selection of Johnson's letters, all of his major poems (including London), Rasselas, twenty-one Rambler, nineteen Idlers, the Prefaces to the Dictionary and to the edition of Shakespeare, and the following Lives of the Poets: Cowley, Milton, Swift, Pope, Savage, Collins, and Gray. All these works are extensively annotated and printed complete. Mr. Wimsatt, one of the outstanding Johnsonians of this century, provides in his Introduction a clear, connected biographical account of Johnson, stressing his writings. An up-to-date bibliography is also included. Johnson's varied accomplishments—as poet, as moralist, as biographer, as critic—are all amply represented.
Miss Fanny Glen's especial detestation was an assumption of authority on the part of the other sex. If there was a being on earth to whom she would not submit, it was to a masterful man; such a man as, if appearances were a criterion, Rhett Sempland at that moment assumed to be. The contrast between the two was amusing, or would have been had not the atmosphere been so surcharged with passionate feeling, for Rhett Sempland was six feet high if he was an inch, while Fanny Glen by a Procrustean extension of herself could just manage to cover the five-foot mark; yet such was the spirit permeating the smaller figure that there seemed to be no great disparity, from the standpoint of combatants, between them after all. Rhett Sempland was deeply in love with Miss Fanny Glen. His full consciousness of that fact shaded his attempted mastery by ever so little. He was sure of the state of his affections and by that knowledge the weaker, for Fanny Glen was not at all sure that she was in love with Rhett Sempland. That is to say, she had not yet realized it; perhaps better, she had not yet admitted the existence of a reciprocal passion in her own breast to that she had long since learned had sprung up in his. By just that lack of admission she was stronger than he for the moment. When she discovered the undoubted fact that she did love Rhett Sempland her views on the mastery of man would probably alter—at least for a time! Love, in its freshness, would make her a willing slave; for how long, events only could determine. For some women a lifetime, for others but an hour, can elapse before the chains turn from adornments to shackles. The anger that Miss Fanny Glen felt at this particular moment gave her a temporary reassurance as to some questions which had agitated her—how much she cared, after all, for Lieutenant Rhett Sempland, and did she like him better than Major Harry Lacy? Both questions were instantly decided in the negative—for the time being. She hated Rhett Sempland; per contra, at that moment, she loved Harry Lacy. For Harry Lacy was he about whom the difference began. Rhett Sempland, confident of his own affection and hopeful as to hers, had attempted, with masculine futility and obtuseness, to prohibit the further attentions of Harry Lacy.
This brief charts out principles for a cultural psychology of remembering. The idea at its core is a conceptualization of remembering as a constructive process--something that occurs at the intersection of a person and their social-cultural world. To do this, it moves away from the traditional metaphor of memory as storage and develops the alternative metaphor of construction as part of wider social and cultural developments in society. This new approach is developed from key ideas of Lev Vygotsky and Frederic Bartlett, in particular their concepts of mediation and reconstructive remembering. From this foundation, the authors demonstrate how remembering is conflictual, evolving, and transformative at both the individual and collective level. This approach is illustrated with concrete case studies, which highlight key theoretical concepts moving from micro-level processes to macro-level social phenomena. Among the topics covered are: The microgenesis of memories in conversation The role of narrative mediation in the recall of history Remembering through social positions in conflicts Urban memory during revolutions How memorials are used to channel grief and collective memory Remembering as a Cultural Process traces our ongoing journey to answer the question of the different ways in which culture participates in and is constitutive of what it means for humans to remember. It will be of interest to undergraduate and graduate students as well as researchers in the fields of memory studies or cultural psychology.
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