This paper is an attempt to establish a fruitful dialogue between science and religion. We propose that new ways of thinking about values and identity emerge from the interaction between these realms, and we claim that new technologies have the potential to impact the formation of integral human beings in our postmodern age of fragmented identity. These technologies are not only changing our environment, but also the way in which we know our own selves. "Know thyself", one of the mandates in the Jewish and Christian tradition, is today carried over by academic disciplines such as cognitive science and artificial intelligence (AI). The effort to build complex societies of simple mental agents and intelligent robots as collections of behavior modules echoes the postmodern phenomena of fragmentation and decentralization. In this paper we explore what are the consequences on our understanding of human values that follow from the notion of identity as a complex society of fragmented selves. We propose constructionism as a response to fragmentation. A constructionist perspective views identity and values as resulting from personal and social constructions grounded in diverse and contradictory identification models. Within this framework we identify "action", "embodiment" and "situatedeness" as themes present in both AI and Judaism

A autora propõe uma reflexão acerca da potencialidade de se trabalhar com o conceito de Gênero, na Enfermagem, incorporando a crítica pós-estruturalista, sobretudo aquela derivada dos estudos de Michel Foucault e Jaques Derrida. Ao defender a dúvida como postura intelectual, faz uma problematização de alguns dos pressupostos que norteiam os programas de controle da natalidade e do aleitamento materno, de forma a exemplificar melhor as possibilidades analíticas que se abrem com essa abordagem teórica.

There are two approaches to this major question. One of them postulates the direct dependence of the phenomena of consciousness on the various influences exerted upon man's receptive systems. This approach was expressed with classical clarity in the 19th-century psycho-physics and physiology of the sense organs. The main task of research in those days was to establish the quantitative dependence of sensations, regarded as elements of consciousness, on the physical parameters of the stimuli affecting the sense organs. These researches were thus based on the “stimulus-response” pattern

The methodological crisis that world psychology has been trying to solve for the last 100 years destroyed the unified system of psychological knowledge. Psychologists split into several schools and directions, and their representatives argue among themselves about the subject of their science. Considering ways to resolve the crisis, A.N. Leont'ev, Active Member of the Academy of Pedagogical Sciences of the USSR and Lenin Prize Laureate, in his new book demonstrates the primacy of Marxist methodology in the resolution of fundamental problems of contemporary psychology. The book is intended for philosophers, psychologists, and teachers, and for all who are interested in the theoretical questions of the science that concerns the origin, function, and structure of the psychological reflection of reality.

Psychologists who study human discourse tend to have little in common with those interested in cognitive abilities and their evolution. The polarity of views between these two `camps' - we might call them the `social constructionists' and the `cognitive scientists' - is similar to a split in studies of science itself, where one group characterises science as a `social construction' and the other as the process of empirically discovering how reality works. What follows is not intended as an attempt to bring about a rapprochement between these different views. Rather, I am interested in the evolution of human activities. One thing that us humans do a lot of is to get involved in conversations. That the knowledge we have of these `conversational endpoints' of human evolution is formulated in a very different way from the knowledge we have about human origins is a bit of a problem, then, if, like me, you want to elucidate the process that went on between `beginning' and `end'.

Thematic Bibliographies: Philosophy of Mind/Cognitive Science Self-Consciousness Pathologies of the Self Embodiment, Self, and Personal Identity Developmental Theories of Self Studies of Animal Cognition and Self-Recognition Social Construction of the Self Theory of Mind Narrative Theories of Personal Identity Feminist Theories/Gender Studies of Self Identity Concept of the Person in Law, Politics, and Ethics Historical Studies: Texts and Commentaries Medical Issues and the Person Personalism

The Myth of Mental Illness 101 Slavery, Witchcraft, and Psychiatry The Right to Use Drugs The Therapeutic State and the Medical Model Liberty and the Practice of Psychotherapy Psychotherapy, Szasz Style Critics and Heroes About the Interviewer

Se someten a análisis y crítica trabajos recientes sobre Psicología Social del Trabajo inspirados en las diversas sicologías «postmodernas». Se postula una metateoría del trabajo pragma-realista, constructivista- operacionalista, y dialéctica.

Is there a place to go beyond Social Constructionism? Is there yet further progress to be made? I think there is. But rather than trying to move forward, to bring new forms of relational practices into existence, I think we must move backward. We must first come to a much greater awareness of or sensitivity to the very strange nature of the relational practices already occurring between us and the othernesses around us now, at this very moment.

Revista en línea del Dept. de Psicologia Social de la UAB. Números desde 2001 en adelante.

The Bakhtin Centre was founded in October 1994. Its purpose is to promote multi- and inter-disciplinary research on the work of the Russian philosopher and theorist Mikhail Bakhtin and the Bakhtin Circle, and on related areas of cultural, critical, linguistic and literary theory. Its scope thus extends beyond the limits of traditional Russian and Slavic studies. The New Academic Developments Fund, Humanities Research Institute and Department of Russian and Slavonic Studies at the University of Sheffield provided resources for the establishment of the Bakhtin Centre from the beginning of the 1994/95 academic year. For a brief introduction to the Bakhtin Circle, follow this link to The Internet Encyclopedia of Philosophy.

While we can think about the changes taking place in a thing’s movement as consisting solely in a sequence of self-contained, discontinuous configurations (as in the frames of a movie), our perception of movement if different. We perceive all movements as ‘pointing’ toward possible next steps, as if they possessed a ‘grammar’. But there is nothing in each static thought-picture to arouse in us any sense of anticipation of what ‘must’ or ‘ought’ to come next. Nonetheless, we still tend to think of our talk, our speech with each other, as working in this way, as representing or picturing a state of affairs, so that how others act in relation to what we say is always up to them, a matter merely of their interpretations. But we are not always taking about states of affairs external to ourselves. Rather, an important aspect of our verbal communication with those around us, is our uttering or voicing (as 1st-person agents, as an ‘I’) of certain expressions that ‘tell’ them of ourselves, of our feelings and judgments, of our ways of relating ourselves to our circumstances. Such expressions are of a physiognomic kind, in the sense that although they are changes in our bodily forms, in their unfolding through time they preserve all the interrelations within our bodies that constitutes it as the living whole it is. Rather than being, per impossible, moment by moment changing, instantaneous configurations of all our body parts in space, they are identity preserving deformations. Thus, when confronted with the expressive movements of a living being, besides the changes in its spatial structure from one instant in time to another (which we say we can ‘picture’), there is a whole collection of dynamically interrelated events – to do with what is expected or anticipated at each moment in their temporal unfolding – which we cannot ‘see’, which are in fact ‘invisible’ to us, but which are crucial in determining their ‘meaning’ for us. It is in terms of the expectations and anticipations engendered by an other’s movements, that we ‘go on’ in relation to them. While we can represent states of affairs external to our selves in the static patterns or forms present in our spoken words, i.e., in words used in accord with existing conventions, in the unique, unfolding temporal ‘movement’ of our words in their speaking we can reveal of own unique ‘inner lives’. This is the power, so to speak, in Wittgenstein’s (1953) appeal to what we say in our ordinary, everyday talk. For there, in their everyday use, it is not a question of what a person’s words mean, but what the person means in saying them – the sense in which their words are an expression of what matters to them in their own inner worlds, their own inner lives. My paper explores this distinction between what is said in an utterance, and what is achieved in the saying of it, further, mostly making use of the work of Wittgenstein, Bakhtin, and Merleau-Ponty.

Ever since the publication of the first translation of Vygotsky's Thought and Language (reborn as Thinking and Speech 25 years later) there has been an ongoing debate about the relationship between the ideas of Vygotsky and Piaget. In the brief space available, we have no interest in arguing the virtues of one man's ideas over the other. Instead, we will suggest that by and large commentators on the differences between these two thinkers have placed too narrow an emphasis on their ideas about the primacy of individual psychogenesis versus sociogenesis of mind while neglecting what we believe is a cardinal difference between them: their views concerning the importance of culture, in particular, the role of mediation of action through artifacts, on the development of mind. The Primacy of Cultural Mediation,Social Origins, Mind is distributed

Sección con textos de psicología social y trabajos realizados por alumnos del magister de psicología Social ARCIS - UAB.

Talk Presented at Symposium Honoring Jerome Bruner, Meetings of the American Anthropological Association. San Francisco, Nov. 17, 2000 My remarks today continue a conversation with Jerry Bruner on the nature of cultural variations in development and their significance for improving educational practices that began almost 40 years ago. Jerry was part of a group that sent me to Liberia to investigate the difficulties that local rural children experienced in attempting to master elementary mathematics as a part of a broad effort at curriculum reform. By a happy accident, at about the same time I began that work I moved to Yale University where Bill Kessen involved me in research on "Man a course of study" which sought to institute reforms in the teaching of social sciences. My task was to observe how the curriculum was instituted by a pair of experienced teachers who had gone through a summer training program in its use

¿Cuál es la noción de acción que guía a la investigación construccionista? Tomando esta pregunta como base, se recurre a una investigación realizada para evaluar el papel de la Comisión Nacional de SIDA (CNAIDS) del Ministerio de Salud de Brasil como punto de partida para formular un concepto de acción compatible con la postura construccionista. Se comienza problematizando la noción clásica de acción, pasando a continuación a proponer alternativas, explorando las implicaciones de nociones tales como la de en-acción, discutida por Varela, para la investigación construccionista. La investigación sobre la CNAIDS se usa como ejemplo de las maneras posibles de conducir la investigación-intervención. La expresión investigación-intervención se usa en este artículo como estrategia discursiva para enfatizar que toda investigación tiene consecuencias, siendo necesariamente un proceso de producción de sentidos sobre los actos de nuestras vidas.

There is something very wrong, it seems to me, with our current 'official' academic and intellectual forms of inquiry into our own nature and the nature of the others and othernesses in our surroundings. In still being oriented only toward claims that can be formulated in terms that necessitate our thinking of things as constituted of "separate elements of reality" that can be independently counted, measured, or weighed, we rationally-exclude the already existing relational dimensions of our world.

Este artículo aborda la construcción narrativa del mundo desde una aproximación psicosocial socioconstruccionista que tiene en su punto de mira la acción social y su carácter dilemático y político. El texto plantea el carácter construido y constructor de la narración en las prácticas comunicativas. En este sentido, tiene un papel fundamental la consideración de la narrativa como dispositivo donde se entrecruzan la dimensión relativista, su creación en la acción conjunta y su carácter pragmático. Palabras clave: acción conjunta, dispositivo de verdad, pragmática, relativismo, estrategias narrativas.

TESIS DOCTORAL presentada en la Facultad de Psicología de la Universidad Autónoma de Madrid. Dirigida por AMALIO BLANCO ABARCA. Madrid, julio de 1998.

Una perspectiva crítica de la concepción de la intervención social como un conjunto de ajustes que no cuestionan el orden social establecido, considera que la intervención debe desembocar en una transformación social. A su vez, las posturas socioconstruccionistas y el desenmascaramiento de las tecnologías de producción de conocimiento científico, en su crítica a la comprensión representacionista de la realidad, dan elementos para cuestionar los procesos de diagnóstico y planes de intervención, al poner en duda la posibilidad de hacer referencia a una realidad que debe ser transformada y a una relación necesaria entre las acciones y los efectos que se derivan de ellas. Se socava así la posibilidad de intervención; dejándola sin objeto, sin legitimidad y sin un conjunto de técnicas de actuación. ¿Cómo cambiar entonces aquello que no podemos conocer y, aunque fuera posible, en qué dirección debería producirse ese cambio? En este trabajo, a pesar de la dificultad para traducir a contextos aplicados los planteamientos teóricos socioconstruccionistas, consideramos que esta perspectiva enriquece los conceptos usados en el marco de la intervención social. Se analiza críticamente el concepto de ‘problema social’ a la luz de esos planteamientos, utilizando el concepto de conocimientos situados para proponer formas de identificar y actuar sobre ‘problemas sociales’ sin caer en totalizaciones realistas o relativistas. Palabras clave: Intervención social; problemas sociales; conocimientos situados.

En 1956 Gregory Bateson en colaboración con John Weakland, Jay Haley y Don Jackson publicó un trabajo llamado "Hacia una teoría de la esquizofrenia"; en este texto el equipo de Bateson presentaba una aproximación teórica al problema de la esquizofrenia en la que desplazaba el foco de atención de las explicaciones en términos de etiología (centradas en la psique o mente del enfermo) al ámbito de la comunicación interpersonal. Bateson adopta esta postura para entender la manera en que el llamado "esquizofrénico" creaba y mantenía su muy particular relación con él mismo y con los demás. Este modo de conceptualizar lo que hasta entonces se consideraba "la patología mental" supuso una vía de gran importancia para el trabajo clínico y en especial para el campo de la terapia familiar. Al intentar dar explicación del trastorno esquizofrénico Bateson da un giro epistemológico y pasa del modelo filosófico de la conciencia al modelo de la información o cibernética para generar de este modo una serie de implicaciones que marcaban una línea de diferencias respecto del modelo tradicional con una mente psique dentro del trabajo clínico.

The research work done by the author investigates a phenomenological field—the subjective experience of chronic illness and disability—by means of a specific research instrument, the autobiographical narrative interview. It focuses on the concept of narrative identity and its empirical substrate in the scientifically generated texts. Narrative identity is regarded as a situated, pragmatic, autoepistemic and interactive activity drawing on culturally transmitted narrative conventions which is performed within the research context. We have been working with a systematic analytic approach which covers interactive and contextual aspects of the interview situation as well as rhetoric and positioning strategies in the act of telling. Other research questions concern the concept of "narrative coping" and the comparison of partner's narratives on problems of illness and disability, especially on scrutinizing aspects of identity and alterity (self and other) in the texts. This work can be understood as combining aspects of the research domains of narratology, identity and coping on the background of a qualitative methodology. Key words: autobiographical research interview, narrative identity, narrative analysis, discourse analysis, chronic illness and disability, coping

Draft copy for volume edited by I. Velody (Ed.) (1998) The politics of social construction. London: Sage

El pensamiento postmoderno introduce un nuevo modo de conocimiento crítico. Las versiones psicológica y social del mismo dan lugar a los constructivismos y los construccionismos. Se muestra su común denominador epistemológico, lo que permite tratarlas conjuntamente como psicología construccional. La versión más radical de la misma es expuesta y valorada, a través de dos de sus autores más representativos (von Glasersfeld y Gergen), desde el paradigma epistemológico de la complejidad que se está configurando por la ciencia más avanzada. Se concluye que el antropocentrismo que la anima simplifica la realidad y debilita seriamente su aportación crítica. Este artículo está publicado en Portalpsicologia por gentileza de Frederic Munné

Neste artigo serão discutidas duas abordagens contemporâneas da Psicologia, o Construcionismo e o Construtivismo, a primeira proveniente da Psicologia Social, a segunda da Psicologia do Desenvolvimento. Ainda que aparentemente conflitantes – o Construcionismo procura dar conta das construções que os indivíduos elaboram coletivamente, enquanto o Construtivismo busca dar conta da construção das estruturas cognitivas que o indivíduo elabora no decorrer do seu desenvolvimento -, o argumento do trabalho busca indicar que ambas as propostas teóricas se reportam aos princípios conceituais da filosofia pós-moderna: crítica ao acesso possível a uma realidade independente do indivíduo, rejeição de um enfoque cartesiano de investigação científica fundado no rigor e na objetividade. Entretanto, as análises efetuadas permitem concluir que os modelos considerados efetuam uma redução, seja para o nível social, seja para o individual. O artigo finaliza com uma tentativa de integração de ambos, como proposta de fugir ao desequilíbrio típico das teorizações na Psicologia Social que, tradicionalmente, sempre colocou ênfase ou no indivíduo ou no contexto em seus modelos teóricos. Palavras-chave: construtivismo, construcionismo, psicologia social, filosofia pós-moderna.

At conferences of this kind, we find talk of theory and of theoretical investigations very familiar; we know how to make sense of and to evaluate talk of that kind. However, following Wittgenstein, I think that there is something very wrong in us attempting to grasp our basic nature as linguistic beings through the activity of us each, as individuals, constructing theories and then debating them - the social and historical conditions making such an activity possible remain unacknowledged. Indeed, as Billig, Condor, Edwards, Gane, Middleton, and Radley (1988) argue in their book, Ideological Dilemmas. "even the main forms of 'post- structuralist' theory have, in their attacks on dominant methodological tendencies, only produced new theoretical monologyes, not displaced them with a perspective in which [a] truly dialogic principle and its necessary conditions are a prime concern" (pp.149-150, my emphasis). What we need, I want to claim, is not knowledge in the form of theoretical representations, but of a very different, much more practical kind. My concern today, then, is with the conditions, the relations between us, that might make possible a more dialogical and involved, less monological and distanced, stance toward our construction of knowledge

Crime and social control are fields of qualitative research in the social sciences, where behavior is not inherently deviant or criminal, but rather, deviance is a matter of interpretation and judgment. "Crime" is constructed and negotiated in social discourses and processes of social interaction in and with institutions of social control. Therefore only qualitative inquiries of "crime" make sense. This paper reports examples of qualitative studies (from ethnography, hermeneutical sociology of knowledge, ethnomethodology/conversation analysis, discourse analysis and narrative analysis) especially of deviant subcultures, reporting conflicts to the police, police inquiries and interrogations and criminal court procedures. Key words: crime as social construction, 'Verstehen', second code of the criminal justice system, ethnography, ethnomethodology, discourse analysis, narrative analysis

Education and politics, Critical Theory and Radical Pedagogy, Conclusions for Vygotskian theories of education,

Sitio de Dennis Fox. Critical Psychology is defined and advanced in different ways. Many of my activities stem from critiques of both mainstream psychology and mainstream society.

This paper outlines the way ‘critical psychology’ has emerged in Britain as a new, more academically respectable, version of the 1960s and 1970s ‘radical psychology’ and ‘anti-psychiatry’ movements. The debates that structure this new field of critical psychology – over the role of science in psychological research, the contribution of discourse-analytic approaches, post-structuralist arguments, and the connection with action research – are outlined, and it is argued that critical psychology will only be able to keep radical activist ideas alive if it connects with critical practice.

The production of psychology as a discipline area in Venezuela, as in other countries in Latin America, has frequently been influenced by hegemonic perspectives of scientific thought, coming from centres of production with more resources and considered as with more geo-political importance, such as the United States or Europe. However, in Venezuela, as well as in the region, beginning in the mid-70s of the last century a significant production of knowledge in the area of psychology and, specifically of social psychology has been generated in response to the need to answer to specific phenomena and social problems of these contexts. In this sense, the critical aspect was generated out of concern about the relevance and social significance of the knowledge produced in both academia and professional practice, in relation to the life circumstances in these countries, as well as to the pertinence of psychosocial theories in use.

The intersection of complex issues that I address in this talk requires that I I begin by establishing at least some general agreement about the key terms in my title, culture and education on the one hand, cross-cultural and historical on the other. Each is complex in its own right, and the combinations to which their various conjunctions give rise are an invitation to confusion or misunderstanding

Las ideas de Paulo Freire cruzan las fronteras de disciplinas, culturas, ciencias y de América Latina. Al mismo tiempo, sus reflexiones fueron profundizadas con el tema que siguió toda su vida – educación como práctica de la libertad- su abordaje se extendió a otras áreas del conocimiento, creando raíces en diferentes partes del mundo - de los "moçambos" barrios pobres de Recife, Brasil, a las comunidades "barakunins" de Japón. Esto fortaleció su teoría y práctica educativa y ayudó a estimular reflexiones no solo de educadores como también de doctores, terapeutas, cientistas sociales, filósofos, antropólogos, y otros profesionales. Su pensamiento es considerado un modelo interdisciplinario.

El psiquiatra tradicional se preocupaba de proteger al público de las personas insanas que eran peligrosas e incapaces de cuidarse por sí mismas. El psiquiatra de la actualidad protege a los individuos de tener que enfrentar y sobrellevar las faenas, las tentaciones y las tragedias de la vida — tales como construir un yo estable; empleando fármacos que alteran el ánimo y la mente; lidiando con el sufrimiento económico, la pérdida personal, la depresión, y el suicidio; condenando al mal y castigando el crimen.

En este artículo se discute la concepción gramsciana de la cultura, en sus articulaciones epistemológicas con otros tres conceptos que resultan cardinales en el sistema teórico del autor, a saber, los de la filosofía, la ideología y la hegemonía. En este orden, la categoría que hace de puente entre los cuatro conceptos es la categoría de religión, tal cual ésta fue definida en primera instancia por Benedetto Croce y, en segunda, reelaborada por el propio Gramsci para hacerla orgánicamente congruente con su propio pensamiento.

Sitio web Vigotsky

Confronting the Problems with a CHAT Toolkit in Hand, The Fifth Dimension: UCSD's Normative Model Some Useful CHAT Tools for Creating and Running a Fifth Dimension, The centrality of context and activity,The importance of goal formation, The notion of leading activity, The role of discoordination in change, The centrality of communicative practices and mediational means, Applying the Principles, Big State University The centrality of context, Small Private College,Discoordinations, Reflections on using the CHAT toolkit, Back to the idea of context

En general, en el feminismo mexicano (1) coexisten dos concepciones en torno a la política. Por un lado, la idea de que todo es político, es decir, todo se vincula al ejercicio del poder; por el otro, la conceptualización de la política como negociación y gestión. Ambas concepciones entran en conflicto. Al asociar política con poder, muchas activistas han desarrollado un cierto rechazo o desprecio por cualquier actividad que signifique gestión o negociación política. Al asumir esta idea totalizante de lo político (de ahí la reivindicación clásica del feminismo: ‘lo personal es político’), el movimiento ha relegado el desarrollo de la política como práctica y ha tenido problemas para insertarse en la dinámica política nacional.

The language of the psychological forum, though often reduced to a generic by systems of symbology and interpretation, is itself a complex and evocative phenomenon. The acoustic, visual and associative capacities of language reveal themselves in relationship to a spatial and temporal formatting which is idiosyncratic to each and every utterance. Hence, therapeutically, language exchanged in the clinic can at once describe and display increasingly detailed and intimate information concerning the psyche. One way this may occur is through considering the therapeutic narrative in relationship to the immediacy of its textual circumstances. Textual detail is thus able to arise from, and reconsider itself phenomenologically within, the contours of its literate origins.

This book was first published in 1990 by Routledge. ©1990 Selection and editorial matter, Ian Parker and John Shotter; individual chapters, the contributors. The ISBN for the paperback was 0-415-01074-8 and for the hardback it was 0-415-01077-2. The page numbering has been marked in this web-text of the book by numbers in square brackets, so when you see a number appear you know that you are moving into that number page of the book (e.g., when you read [12] you know that the text to follow this was originally on page 12). The full reference for the book that you can still use for citations and quotes is: Parker, I. and Shotter, J. (eds) (1990) Deconstructing Social Psychology . London: Routledge.

First, as something of a new boy on the block, let me say how honored I felt to be awarded a Senior Faculty Fellowship by the Center's Advisory Board. It was wonderful to have it, and it's wonderful of you all now to be here, to hear some of the results of the work on Wittgenstein I did during it. He searched for those points in our lives where language had its 'life', moments in which amazing things happened. On the face of it, his life was terrible, and he made the lives of others' a misery - I call him the 'terrible Ludwig' - but yet, on his death, he said: 'Tell them I had a wonderful life.' And, in talking today to you about some of the very strange characteristics of conversational spaces and of the shared dialogical realities they create, I want to try to convey to you, some of that wonder, to say something about the amazing 'fractal fullness' of the momentary events occurring between us - their inexhaustible richness of detail.

This chapter is structured in terms of questions and answers. There are several reasons for adopting this format. First, people often consult a handbook to find the answers to questions so the format may simplify this task. Second, most constructionist approaches place a considerable emphasis on dialogueand question-answer sequences are dialogue in one of its most prototypical forms. Third, constructionist researchers have been at the forefront of moves to rethink the literary forms in which social science is presented. I shall start with some general questions about constructionism and its place in psychology, and then I shall move on to focus on issues of method and analysis. I shall concentrate upon general principles and arguments, however, this is not intended to be a how-to-do-it chapter. Chapter 11, by Rosalind Gill, provides a more fleshed out example of a particular style of constructionist research

Números desde 2003. DAOL is dedicated to the publication of research in all areas of discourse analytic work. DAOL makes maximum use of the digital text by giving writers the opportunity to include text, audio, still and video images and hypertext links in their published articles. DAOL also uses technologies that support an interactive and discursive review process. DAOL seeks papers in all disciplines conducting discourse analytic work such as: Conversation Analysis, Cultural Studies, Discursive psychology, Foucauldian Analysis, Interactional and Socio-linguistics, Critical linguistics, Critical discourse analysis, Discourse processes research, Feminist discourse analysis, Discourse and new media

This book was first published in 1993 by Routledge. ©1993 Selection and editorial matter, Erica Burman and Ian Parker; individual chapters, the contributors. The ISBN for the paperback was 0-415-09721-5 and for the hardback it was 0-415-09720-7. The page numbering has been marked in this web-text of the book by numbers in square brackets, so when you see a number appear you know that you are moving into that number page of the book (e.g., when you read [12] you know that the text to follow this was originally on page 12). The full reference for the book that you can still use for citations and quotes is: Burman, E. and Parker, I. (eds) (1993) Discourse Analytic Research: Repertoires and Readings of Texts in Action. London: Routledge. You can access the different sections of the book now by clicking on the relevant headings in the Contents below. Many thanks to Marilyn Barnett for scanning and correcting the text.

This book was first published in 1992 by Routledge. ©1992 Ian Parker. The ISBN for the paperback was 0-415-05018-9 and for the hardback it was 0-415-05017-0. The page numbering has been marked in this web-text of the book by numbers in square brackets, so when you see a number appear you know that you are moving into that number page of the book (e.g., when you read [12] you know that the text to follow this was originally on page 12). The full reference for the book that you can still use for citations and quotes is: Parker, I. (1992) Discourse Dynamics: Critical Analysis for Social and Individual Psychology. London: Routledge.

This site contains complete texts of out-of-print books produced by Erica Burman and Ian Parker, co-founders of the Discourse Unit. You can access these texts by clicking on the covers and then downloading chapters.

This paper outlines theoretical resources that have informed the work of the Discourse Unit in the last decade. The institutional location of the Discourse Unit - as a Centre for Qualitative and Theoretical Research on the Reproduction and Transformation of Language, Subjectivity and Practice - within the discipline of psychology and the political orientation of its researchers are guiding themes in this account, and a historical framing of the work of the Unit is elaborated. The four key resources - Marxism, Feminism, Post-structuralism and Psychoanalysis - demand an attention to the construction of subjectivity in discourse, and a reflexive focus on the subjectivity of a researcher attempting to explicate patterns of ideology and power. Researchers here are concerned with an analysis of psychology as ideology, and their work entails a refusal of any reduction to the level of the psychological. Participation in the activities of the radical network Psychology Politics Resistance, kept alive now by Asylum magazine is one expression of the political dimension of our work

En este texto se discute y analiza la perspectiva conceptual según la cual se ha abordado el estudio del consumo de drogas y se han establecido los lineamientos técnicos para los programas, proyectos y acciones que conforman la Política de Prevención de Drogas en Chile.

El Paradigma Educación Popular desde la praxis es un emergente que tiene una utopía en construcción. Es un proyecto que significa ubicar a los seres humanos como sujetos de la acción y reflexión “ en un presente que, a su vez, ilumiados, aclarados por el pasado, hagamos el futuro”. Seres que, condicionados, “podemos mirar el propio condicionamiento e intervenir en él” . Seres humanos que no podemos comprender ni “ser comprendidos a no ser como proyectos. Somos proyectos y no hay proyecto que no implique un mañana y no hay un mañana que no implique un sueño y no hay un sueño sin esperanza”.(FREIRE: 1993:1). Sin embargo, la esperanza no existe ni consiste en la sola espera. La espera sin la esperanza es una espera inútil. La espera sólo crea la esperanza cuando aquella se hace en la acción. “ Yo no puedo materializar mi sueño, no puedo encontrar mi utopía, si no actúo, si no reflexiono, sino transformo el mundo, el presente, con otros, entre todos nosotros.” (FREIRE: 1993: 2)

Este trabajo incluye 6 de las estrategias más comunmente utilizadas de análisis conversacional o de datos textuales que resultan para clarificar cómo se analisa el discurso.

¿Qué se entendía por psicología crítica?

Lección inaugural en el Collège de France pronunciada el 2 de diciembre de 1970

Entendiendo la conversación como el modelo principal para comprender los episodios sociales, este trabajo pretende plantear un nuevo paradigma en psicología social y explorar sus aportaciones en la investigación psicosocial

Uno de los mayores aportes del presente estudio, ha sido, además de sistematizar el acervo bibliográfico y el desarrollo del pensamiento de Ignacio Martín-Baró, el víncular éste a factores socio-políticos, teológicos y universitarios. En efecto, el aporte intelectual de M. Baró es una respuesta con un debido compromiso a una realidad problemática, desde la perspectiva de la Psicología Social. Un recorrido histórico por la vida de M. Baró, por la historia de El Salvador en las décadas de los 70 y 80, por la historia universitaria, y por el entorno teológico de su época, dan cuentas de un modo muy peculiar de pensar, al que podría catalogarse como "Psicología Social de la Liberación". "Desideologizar" es la clave de su pensamiento; aporte fundamental y valiente que implicó el propio costo de su vida, y es aquí donde adquiere sentido su producción intelectual, en tanto que está rubricada con su propia sangre, dato que nos indica mucho de su convicción. Hasta la fecha no se había llevado un estudio completo de los antecedentes que influyeron en el pensamiento de M. Baró, así como tampoco, una investigación que sistematizara -por lo menos descriptivamente- toda su obra. Estudiar el pensamiento de M. Baró, implica el conocimiento a fondo de una etapa difícil de la Historia salvadoreña, historia difícil y sangrienta; historia con la que dialoga, interpela y psicoanaliza M. Baró de modo permanente. Finalmente el estudio hace caer en la cuenta que M. Baró ha sido el psicólogo con mayor producción intelectual y con mayor impacto en la historia de la psicología salvadoreña, justificación básica que invita a conocer y estudiar sus aportes a la Ciencia.

Ignacio Martín-Baró escribió sobre la mujer, el machismo y la ideología familiar -temas que, como veremos, están indisolublemente conectados- a lo largo de veinte años. De hecho, este fue el tema que más constantemente lo acompañó a lo largo de su evolución intelectual, porque sobre ningún otro publicó periódicamente con tanta recurrencia. Esto no significa, por supuesto, que fuera el tema sobre el que más escribió. Su producción sobre este tema se traduce en ocho artículos y tres capítulos de libro, escritos entre 1968 y 1988.

El presente artículo relata un proceso de investigación sobre las construcciones sociales de la sexualidad; a partir de éste, se elaboran algunas reflexiones metodológicas respecto de los problemas y vicisitudes que esta tarea enfrenta. El objetivo del estudio fue describir y comprender algunas de las formas y significaciones culturales que adquiere la primera relación coital entre diferentes grupos de jóvenes adultos en México, y analizar la dimensión de poder en ellas, lo cual, a su vez, contribuye a la constitución de ciertos sujetos de sexualidad. Asimismo, se intentó describir la transformación cultural que tales construcciones de significación están sufriendo en algunas comunidades del país, e identificar y luego interpretar el origen de los elementos incluidos.

Emotions have been a topic long forgotten by psychologists, something, which is especially serious given the importance they have in our lives and in the proper constitution of the human being. Nevertheless, this important mistake has been corrected during the last years. Although there is still a long way left, however, we have probably advanced in the psychological study of emotions much more during the last ten or fifteen years than during the previous decades. This advance has taken place basically through two different paths: on the one hand, through the acknowledgement of the complexity of emotions and their multiple composition, given that they have biological, psychological, social and cultural elements; on the other hand, through the growing confirmation of their social and cultural nature, up to the point that this nature is now widely accepted. This happens because emotions, as in fact the rest of psychological phenomena, are mainly social constructs. In other words, the socioconstructionist perspective is probably the most promising when it comes to accurately understand what emotions are and which is their role in our lives and even in our own constitution as human beings.

Ante el abandono que la psicología crítica (Walkerdine, 2001) ha mostrado por el desarrollo de perspec-tivas alternativas a la psicología industrial organizacional, este artículo presenta campos de investigación e intervención que se dirigen a responder preguntas en relación con por qué y para qué nos organizamos de determinadas formas para trabajar, en lugar de las tradicionales preguntas sobre cómo hacer más eficiente el proceso productivo típicas de la psicología convencional. Los estudios adelantados con rela-ción al trabajo dentro de la psicología discursiva (Parker, 1997), la psicología social de las organizaciones (Schvarstein, 1992), la psicología social del desempleo (Jahoda, 1982) así como las críticas ideológica (Prilleltensky, 1994) y post estructuralista (Hollway, 1991), se señalan como posibles caminos para la construcción de una psicología crítica en relación con el trabajo. Se discute la pertinencia de la crítica psicológica y de nuevos caminos de investigación e intervención ante las condiciones en las que se desen-vuelve el trabajo contemporáneamente

Enfoques recientes de investigación en psicología, como la investigación emancipadora, cooperativa, construccionista, investigación-acción-participativa, etnografía crítica, coinciden en proponer un modelo de relación entre investigador/a e informantes caracterizado por la simetría, dialogicidad, colaboración y respeto mutuos, así como la co-implicación de la subjetividad de ambos a lo largo del proceso investigativo. Si bien esta forma de concebir dicha relación sugiere una epistemología diferente a la que ha orientado a la investigación tradicional, nos preguntamos en qué medida se está cumpliendo este nuevo modo de relación, de qué manera se está entendiendo y cómo se está implementando. En este artículo y con base en el análisis de trabajos teóricos, reportes empíricos de investigación cualitativa y mi propia experiencia de investigación, aporto algunos elementos que den cuenta de los diversos significados y modalidades que adoptan estos planteamientos en la práctica, así como de los diferentes procedimientos que se emplean para satisfacerlos. Esta diversidad nos lleva a cuestionar la confluencia entre la praxis investigativa con la epistemología propuesta en los enfoques mencionados y por ende a plantear ya sea la revisión de los supuestos que orientan la relación investigador/a-informante o la forma de llevarlos a la práctica.

Principales aportaciones de Ortega y Gasset a la psicología social construccionista y post positivista” fue el título del seminario que Anastasio Ovejero impartió en el doctorado de Psicología Social de UAB en el mes de diciembre del 2001. Aquel día, en que comenzaban las temperaturas más bajas del invierno en Catalunya, acompañadas de una inusual nieve, realizamos la siguiente entrevista a un personaje que, en contraste, se mostró muy cálido y dispuesto a dialogar acerca de su trabajo en psicología social, sus acercamientos a la filosofía, y la conjugación de ambas disciplinas en el desarrollo teórico, político y práctico de la psicología. Y en donde además nos señaló las conexiones y puentes que entretejen las nuevas formas teóricas y algunas antiguas formas de pensar, tal como la que encontramos en una filosofía como la de Ortega y Gasset.

Se plantea una revisión de la concepción paradigmática tripartita de la psicología (tres dimensiones: ontológica, epistemológica y metodológica), dominante en el campo a partir de la propuesta de Lincoln y Guba (1985), la cual es contrastada con experiencias provenientes de la praxis (acción e investigación que producen teoría). En particular se presenta una estructura paradigmática de cinco dimensiones: ontología, epistemología, metodología, ética y política y se analiza la propuesta ontológica que plantea una reconceptualización del Ser y de la Relación, discutiendo las dimensiones ética y política, desde una perspectiva crítica.

Why this volume? Is this yet another attempt to authorize feminism by marrying it into respectability? Are we trying to arrange a final divorce from Marxism - or Freudianism or Lacanian analysis - for a happier union with Foucauldian genealogy? At one point, the thought that we might be construed as calling for a new orthodoxy led us to put this project aside. We put that particular concern to rest because at this historical juncture, when feminism is on the defensive politically, the contributions of feminists who have drawn on Foucault's analyses of power in the contemporary world are particularly helpful in combating this threat. By delineating the different cultural and political realms where masculinist power is eviscerating feminist gains, such contributions also uncover a multiplicity of points of resistance without appealing to a monolithic "politically correct" position. Indeed, the essays here are notable for challenging tendencies toward either feminist or Foucauldian orthodoxy precisely because of the new views of empowerment and resistance gained from working with the two approaches.

Feminist epistemology and philosophy of science studies the ways in which gender does and ought to influence our conceptions of knowledge, the knowing subject, and practices of inquiry and justification. It identifies ways in which dominant conceptions and practices of knowledge attribution, acquisition, and justification systematically disadvantage women and other subordinated groups, and strives to reform these conceptions and practices so that they serve the interests of these groups.

The topic of the self has long been salient in feminist philosophy, for it is pivotal to questions about personhood, identity, the body, and agency that feminism must address. In some respects, Simone de Beauvoir's trenchant observation, "He is the Subject, he is the Absolute -- she is the Other," sums up why the self is such an important issue for feminism. To be the Other is to be the non-subject, the non-person, the non-agent -- in short, the mere body. In law, in customary practice, and in cultural stereotypes, women's selfhood has been systematically subordinated, diminished, and belittled, when it has not been outright denied. Since women have been cast as lesser forms of the masculine individual, the paradigm of the self that has gained ascendancy in U.S. popular culture and in Western philosophy is derived from the experience of the predominantly white and heterosexual, mostly economically advantaged men who have wielded social, economic, and political power and who have dominated the arts, literature, the media, and scholarship. Responding to this state of affairs, feminist philosophical work on the self has taken three main tacks: (1) critique of established views of the self, (2) reclamation of women's selfhood, and (3) reconceptualization of the self to incorporate women's experience. This entry will survey feminist perspectives on the self from all three of these angles

This book was first published in 1990 by Sage. ©1990 Selection and editorial matter, Erica Burman; individual chapters, the contributors. The ISBN for the paperback was 0-8039-8233-X Pbk and for the hardback it was 0-8039-8232-1. The page numbering has been marked in this web-text of the book by numbers in square brackets, so when you see a number appear you know that you are moving into that number page of the book (e.g., when you read [12] you know that the text to follow this was originally on page 12). The full reference for the book that you can still use for citations and quotes is: Burman, E. (ed) (1990) Feminists and Psychological Practice . London: Sage

With the term "figurations in everyday-life" we discuss a psychological view on behavior as derived from cultural patterns more than from individual traits. Developing methods of Gestalt and depth psychology makes it possible to break up self-evident clichés and characterize some basic configurations of everyday-life. Within a research project at the Cologne university we have explored different trends of modern life by means of depth interviews and their psychological description and reconstruction: "Girly" cultures, "soap operas", the "fitness"-cult, "Sunday neurosis", educational cultures and the like. We not only found a schedule of modern ways of living, but were also able to delineate a scheme of present-day culture as a whole. Key words: figuration, everyday-life, cultural psychology, Gestalt Psychology, depth interview, qualitative research, present-day culture

The work of Michel Foucault is that of an ironist; of this, one can be assured. However, ironists, or more appropriately, irony, has bent and twisted itself linguistically as a philosophical device over time. From Socratic irony to the irony of Kierkegaard and his multiple pseudonyms, irony offers, if nothing else, a paradox, a presentation of opposites that are not quite opposite, one eventually leading into the other. My purpose here is to reveal Foucault's work as representational of a certain form of irony, not only being posited within the content of his work, but also representing a unique political and philosophical stance that is both critique and positive theory in its very irony.

Preliminary draft for Education Canada, Special edition on The Shape of the Future Spring, 2001, v. 41, 8-12

Desde la perspectiva de conjunto, hay que reconocer que el aporte de la Psicología, como ciencia y como praxis, a la historia de los pueblos latinoamericanos es extremadamente pobre. No han faltado, ciertamente, psicólogos preocupados por los grandes problemas del subdesarrollo, dependencia y opresión que agobian a nuestros pueblos; pero, a la hora de materializarse, en muchos casos esas preocupaciones se han tenido que canalizar a través de un compromiso político personal al margen de la Psicología, cuyos esquemas resultan inoperantes para responder las necesidades populares. No me refiero sólo a la Psicología social, cuya crisis de significación ha sido un tema muy aireado en la última década; me refiero a la psicología en su conjunto, la teórica y la aplicada, la individual, la social, la clínica y la educativa. Mi tesis es que el quehacer de la Psicología latinoamericana, salvadas algunas excepciones, no sólo ha mantenido una dependencia servil a la hora de plantearse problemas y de buscar soluciones, sino que ha permanecido al margen de los grandes movimientos e inquietudes de los pueblos latinoamericanos.

Vygotsky is distinctive in the field of psychology because he articulated a profoundly social explanation of human psychology. Whereas most other psychologists postulate intra-organismic determinants of psychological phenomena (such as physiological mechanisms or free will) or some interaction between intra-organismic and social factors, Vygotsky regarded human psychology as entirely social. He said that psychological phenomena originate in social interaction, they are organized by social relations, and their constituents are social artifacts such as linguistic symbols. Vygotsky's social account of psychology is comprehensible when viewed in relation to his political views and his early work experience. A brief discussion of this context is therefore in order before explaining the details of his psychological stand- point.

Nosso objetivo é compreender a situação da instituição psiquiátrica hoje, quanto ao perfil da população internada e quais as suas perspectivas face aos questionamentos e propostas do movimento de reforma psiquiátrica e luta antimanicomial. O projeto foi desenvolvido em uma instituição de Bauru/SP, com a população feminina ali internada. Foi realizada a caracterização da amostra, a partir dos dados constantes do sistema de registro utilizado pela instituição, anotando-se as seguintes variáveis: idade, estado civil, escolaridade, naturalidade, ocupação, local de moradia e diagnóstico. Foi feita a análise quantitativa e qualitativa dos dados coletados. Constatou-se que a função principal da instituição psiquiátrica continua sendo a exclusão. A necessidade de construção dos modelos substitutivos em saúde mental que valorizem a integridade e promovam a cidadania, torna- se a única possibilidade de resistência do movimento antimanicomial. PALAVRAS-CHAVE: exclusão, instituição psiquiátrica e luta antimanicomial

The following letter Erich Fromm wrote in 1969 to the Russian philosopher Vladimir Dobrenkov is a most impressive document of how deeply he was interested in getting contact with socialist thinkers and to discuss with them his reception of Marx and his understanding of socialism. Dobrenkov intended to write a book on Fromm and therefore started a correspondence with Fromm. Fromm tried to clarify many topics Dobrenkov misunderstood by presenting Fromm’s ideas. But actually one cannot say that Fromm’s clarifications showed much effect on Dobrenkov’s book Neo-Freudians in Search of Truth, published in many languages in the seventies (Moskau: Progress Publishers). Nevertheless, this letter is a convincing summary of Fromm’s concept of man and society and will be welcomed by all who are interested in Fromm’s understanding of human nature as well as his social theory and his reception of Marx.

Sitio con recursos sobre investigación cualitativa.

El presente trabajo tiene el objetivo de introducir la etnometodología al campo de la terapia familiar. La forma en que esta perspectiva concibe e investiga la acción social ha contribuido, por una parte, a establecer una relación entre identidad y síntomas con el discurso tácito, y, por otra, a crear una metodología de intervención que denominamos conversación terapéutica en torno a preguntas estúpidas. Esta metodología ha sido útil para: 1) explorar el discurso tácito que practica la familia con relación a su identidad y el problema; 2) generar nuevas explicaciones con el fin de promover una conversación crítico-reflexiva sobre las prácticas discursivas que construyen el problema; y 3) situar a los miembros de la familia ante una posición más activa para afrontar los problemas de una manera corresponsable.

JUST AFTER the turn of this century the German psycholgist Hermann Ebbinghaus reflected that psychology “has a long past, but a short history.” Ebbinghaus was commenting on the fact that whereas psychological theorizing has existed as long as recorded thought, only a quarter of a century had passed since the founding of the first scientific groups that were self-consciously known as “psychology laboratories.” Until the period around 1880 to which Ebbinghaus was referring, psychology was nowhere considered an independent scholarly discipline; rather it was a facet of the “humane” or “moral” sciences which was the official province of philosophy and the amateur pastime of any learned person

Chapter draft for F. Kaslow (Ed.) Relational Diagnosis, Wiley, 1996.

Biography

Varios artículos de Potter disponibles en línea.

Artículos en línea de K. Gergen. Sitio oficial del autor.

Kritisch-psychologische Methodik, fundiert im kategorial begründeten Zusammenhang von Psychologie- und Gesellschaftskritik, hat sich in der Realisierung der Einheit von Erkennen und Verändern und in der emanzipatorischen Relevanz der empirischen Resultate zu erweisen. Angesichts der Persistenz und Systematik kapitalistischer Produktion von Ungleichheit ist die situationsenthobene Abstraktheit quantitativ orientierter Psychologie nicht durch die Auflösung gesellschaftlicher Struktur in ein Sammelsurium von pseudokonkreten Situationen zu überwinden. An den methodischen Konzepten der Bedingungs-Bedeutungs-Begründungs-Analyse und der Entwicklungsfigur wird gezeigt, wie der Zusammenhang gesellschaftlicher und individueller Reproduktion und Entwicklung konkret-psychologisch fassbar und verallgemeinerbar gemacht werden soll. Dazu ist erforderlich, Theorien nicht als Bedingungs-Ereignis-Relationen, also im kontrollwissenschaftlichen Bedingtheitsdiskurs, sondern als Prämissen-Gründe-Zusammenhänge, also im subjektwissenschaftlichen Begründungsdiskurs, zu formulieren. Gegenstand einer Psychologie vom Standpunkt des Subjekts sind nicht die Subjekte, die nämlich selber auf der Forschungsseite stehen; Gegenstand ist vielmehr die Welt, wie die Subjekte sie erfahren. Keywords: Kritische Psychologie, Bedingungs-Bedeutungs-Begründungs-Analyse, Entwicklungsfigur, Prämissen-Gründe-Zusammenhänge, Datenfunktion, Datenmodalität, Relevanz der Psychologie, Handlungsforschung, Begründungsdiskurs

En situaciones de conflicto una sensibilidad relacional vuelve nuestra atención hacia la expansión del discurso. Al expandir el dominio del discurso se abren posibilidades para los participantes —invita a nuevas formas de acción. Sin embargo, expandir el dominio del discurso no requiere la exploración de significados privados. Nuestra atención, en cambio, debería dirigirse hacia las actuaciones relacionales que generan las realidades que vivimos. Este artículo inédito de la profesora Mc Namee se publica con su expresa autorización. Ha sido traducido por el prof. Oscar Aguilera F., de la Escuela de Periodismo de la Universidad de Chile.

La crítica epistemológica de nuestro siglo ha consumido mucho papel en los debates del positivismo y el antipositivismo, de la naturaleza y la cultura, y del objeto y el sujeto, grandes debates en gran medida protagonizados por la dialéctica. Estas últimas décadas, el pensamiento postmoderno y la versión psicológica y social del mismo (construccionismos y constructivismos) diluyen estos debates, debilitando la crítica epistemológica, aunque por otra parte apunta algunos aspectos del paradigma de la complejidad, que se está formando en la ciencia más avanzada. Este artículo está publicado en Portalpsicologia por gentileza de Frederic Munné. En D. Páez y S. Ayestarán, eds.: Los desarrollos de la psicología social en España. Madrid, Infancia y Aprendizaje, 1998, cap. 1, 19-24.

El artículo proporciona una presentación de la perspectiva discursiva en Psicología Social. Para ello, realiza un repaso de antecedentes, fundamentos, algunos recursos concretos de la Perspectiva Discursiva y una aproximación a la lectura que esta perspectiva realiza de la cognición social. A través de estos pasos, el artículo pretende: resaltar la importancia de la aportación teórica, no solamente metodológica de esta perspectiva; subrayar la importancia del lenguaje en la construcción de la realidad, y adentrarse en la comprensión de las posibilidades que esta importancia supone para el quehacer de la propia psicología.

El siguiente texto se acerca a la obra que el psicólogo social Ignacio Martín-Baró llevó a cabo durante algo más de veinte años en El Salvador. Tras situarla en su contexto histórico y atender a la situación presente de las corrientes críticas en la Psicología social actual, analizamos brevemente los principales rasgos que caracterizan dicha obra, confrontándolos con los principales problemas que se le plantean hoy a esa disciplina. Ante todo, el objetivo de este artículo es el de ofrecer algunas pistas que ofrezcan una visión de conjunto sobre la perspectiva psicosocial de Martín-Baró.

Liberation Social Psychology (psicología social de la liberación, PSL) ha sido desarrollada por un movimiento de psicólogos en América Latina durante la última década. Este artículo explora el contexto en el que la PSL creció desde los trabajos de Ignacio Martín-Baró y su ulterior desarrollo por Maritza Montero, entre otros. En la PSL surgen conceptos claves que incluyen conscientización, realismo crítico, desideologización, marco social, opción preferencial por las mayorías oprimidas y eclecticismo metodológico. La aplicación de la PSL se ha dirigido a tres áreas. En primer lugar, se sugiere que la psicología comunitaria practicada en algunos lugares de América Latina refleja la PSL en su énfasis por la transformación social y el uso de métodos participativos. En segundo lugar, el trabajo psicosocial con víctimas de la represión estatal, enfocado a nivel de la sociedad, es ejemplo paradigmático de la PSL. En tercer lugar, los análisis político-psico-sociales de la realidad de los países latinoamericanos toman en cuenta, de manera diversa, los principios y conceptos de la PSL. Para concluir se discuten algunos de los retos que enfrenta la PSL.

Este artículo se interroga por los efectos de la “crisis de la Psicología social” tres décadas después de su comienzo. Se ofrece así mismo un diagnóstico de su situación actual que muestra una escasa incidencia de la “crisis” en la práctica contemporánea. Se indaga igualmente en las raíces de la disciplina a fin de encontrar apoyos para un ejercicio más coherente con las implicaciones del período crítico. Finalmente se ofrece una descripción de la “Psicología social como critica” entendida como un continuo cuestionamiento y problematización de las prácticas de producción de conocimiento en el interior de la Psicología social.

El conocimiento que orienta la vida cotidiana de Berger y Luckman. Desde una perspectiva sociológica, estos autores intentan analizar el proceso de construcción social de la realidad, lo cual implica ya una afirmación: el conocimiento humanos es producido y ordenado por la sociedad. Destacan como objeto de análisis el llamado conocimiento social. Lo que la gente "conoce" como "realidad" en su vida cotidiana, no teórica o preteórica. Dicho de otra manera, el "conocimiento" del sentido común. (Berger, Luckman, 1991:31). El conocimiento que orienta la conducta en la vida cotidiana, la cual se define: "...como una realidad interpretada por los hombres y que para ellos tiene el significado subjetivo de un mundo coherente" (Berger y Luckman 1991:31) y es que no se podría concebir una sociedad sin este tipo de conocimiento que constituye el cúmulo de significados que le dan identidad al grupo social.

El objetivo de este trabajo es identificar varios tipos de pensamiento construccionista social, tal y como aparecen en la teoría y en la práctica de la terapia familiar. Con esto, intentamos localizar temas unificadores, diferencias significativas, cuestionamientos emergentes, y así generar una heurística que desarrolle aún más los recursos teóricos y prácticos de la profesión. Empezamos analizando cuatro enfoques terapéuticos que han surgido del diálogo construccionista: flexibilidad en el punto de vista versus fundamentalismo, conciencia de que los mundos se construyen versus esencialismo, postura colaborativa versus postura de experto, postura que privilegia los valores versus la que privilegia la neutralidad. Después, analizamos cinco formas específicas de hacer terapia que se basan en el construccionismo: las que enfatizan el discurso en lugar de los mundos mentales, la relación en lugar del individuo, la polivocalidad en lugar de la persona como unidad, las posibilidades positivas en lugar de los problemas, y la acción en lugar del insight. En ambos casos, centramos nuestra atención en los problemas emergentes y en sus posibles soluciones. Terminamos mostrando cómo puede utilizarse este análisis para generar una reflexividad crítica al igual que nuevas formas de práctica terapéutica

A whole dialogical view of language, mind, meaning, and selfhood, focusing on events occurring out in the world between people, is slowly growing to displace the monological, Cartesian conceptions, centered in mental states and acts hidden inside the heads of individuals, that have dominated our thought for so long here in the West. The changes in our conceptions of ourselves and of our relations to our surroundings that it will bring, are, I think, very deep and quite astonishing - so much so, that we shall find many of the conclusions reached in the chapter quite hard to accept. Many workers are contributing to this movement. Here, I shall claim that some of its essential features are most clearly expressed in the works of Bakhtin and Volosinov - elsewhere, I have emphasized the centrality of Wittgenstein's work in this sphere (see Shotter, 1996, 1997); Spinosa, Flores, and Dreyfus (1997) emphasize the importance of Heidegger's work (1962, 1977); whilst the work of Merleau-Ponty (1962) is also very important. But we cannot pursue the interconnections between all these works here

Listed below are links related to prejudice and discrimination, gender, culture, social influence, interpersonal relations, group behavior, aggression, and more. The following table shows a detailed outline of topics

La importancia del llamado segundo sistema de señales en el marco del desarrollo de la psicología de soviética, basada en el criterio marxista-leninista de la conciencia como producto de la materia altamente organizada, supuso una apuesta revolucionaria que provocó, a la larga, un cambio de parámetros en la cultura occidental. Sorprendentemente, esta misma apuesta teórica que sobrepone el poder del medio y destierra la posibilidad del innatismo, se fraguó paralelamente a otras concepciones filosóficas aparentemente lejanas cuyas repercusiones finales no han sido menos convulsivas. Este debate clásico, el de la mente y la materia, parece haber quedado clausurado precisamente en el exterior del propio hombre, en sus condiciones de existencia, y todavía hoy la psicología parece no haber encontrado una respuesta sólida a nivel epistemológico para solventar los problemas que esta concepción ha desencadenado en su seno. Palabras clave: Psicología Soviética, Filosofía, Historia, Epistemología

This article sets out elements of discourse and rhetorical analysis in social psychology, followed by an elaboration of three key contributions of these approaches to critical political psychology. The first contribution urges researchers to pay attention to both their own and others’ ideological orientations. The second contribution addresses the artificial dualism of individual and society and how to transcend such oppositions. The third contribution is toward cross-cultural political psychology and the possibilities of political psychology beyond the framework of possessive individualism.

El trabajo desarrollado por Paulo Freire no es sólo una metodología, no es sólo una práctica, no es sólo para adultos, y no está circunscrito sólo al mundo de Latinoamérica. Es cierto que su mirada de inicio es la de un latinoamericano, pero su mirada se abre hacia el mundo como totalidad de las relaciones existentes. Hay en el trabajo freiriano radicalidad y profundidad, como un camino propuesto.[ii] La tarea propuesta por Freire no se refería sólo a la alfabetización, sino que esta alfabetización era una parte del camino de la libertad. Así, el camino de la educación y el camino de la libertad son uno sólo en la propuesta del pensador latinoamericano. Nacido en 1921 en Pernambuco, Freire desarrolló en Brasil campañas de alfabetización por las cuales fue acusado de subvertir el orden instituido. Preso después [iii]del golpe militar de 1964, luego de más de dos meses de reclusión, fue obligado a dejar su país. Se exilió, primero, en Chile, donde desarrolló, durante casi cinco años, programas de educación de adultos en el Instituto Chileno para la Reforma Agraria (ICIRA). Allí escribió, en 1968, su obra más conocida, Pedagogía del oprimido, publicada en español en sus primeras versiones.[iv]

O construcionismo social considera o discurso sobre o mundo n"o como um reflexo ou mapa do mundo, mas como um artefato de interc'mbio social. O constru-cionismo constitui num desafio significativo ý compreens"o convencional, como uma orientaÁ"o tanto em relaÁ"o ao conhecimento quanto ao car·ter dos constructos psicolÛgicos. Embora as raÌzes do construcionismo possam ser rastreadas nos debates de longa data entre as escolas de pensamento empirista e racionalista, o construcionismo busca ultrapassar o dualismo com o qual ambas as teorias est"o comprometidas, e localizar o conhecimento no interior dos processos de interc'mbio social. Ainda que o papel da explicaÁ"o psicolÛgica se torne problem·tico, um construcionismo plenamente desenvolvido pode prover um meio para compreender o processo da ciÍncia e convida ao desenvolvimento de critÈrios alternativos para a avaliaÁ"o da investigaÁ"o psicolÛgica. O objetivo deste artigo È traÁar os contornos principais de um movimento contempor'neo de conseq?Íncias instigantes. Seria enganoso afirmar tanto que o movimento seja de origem recente quanto que seus proponentes sejam uma legi"o. As raÌzes do movimento podem ser adequadamente rastreadas no passado, e alguns podem preferir falar de uma consciÍncia compartilhada e n"o de um movimento. Entretanto, no curso de sua metamorfose atual, este corpo emergente de conhecimentos apresenta implicaÁžes de substancial significaÁ"o. N"o apenas se abrem amplas frentes de investigaÁ"o, como se proporciona nova sustentaÁ"o aos fundamentos do conhecimento psicolÛgico. Uma vez plenamente elaboradas essas implicaÁžes, torna-se evidente que o estudo dos processos sociais pode ser generalizado para a compreens"o da natureza do prÛprio conhecimento. A psicologia social n"o mais se manteria, neste caso, como uma parte derivada da psicologia geral.

O aumento de interesse no estudo da narrativa e seu contexto social sugere a emergência de outro caminho ao paradigma póspositivista e um melhor refinamento da metodologia interpretativa nas ciências humanas. O problema do entendimento dos padrões dinâmicos do comportamento humano parece estar mais próximo de uma solução através dos estudos da narrativa do que até mesmo de abordagens bem conhecidas, como a utilização do modelo de regras e papéis. Nesse artigo, abordaremos algumas das qualidades que fizeram do estudo da narrativa uma abordagem produtiva. Procuramos definir a noção de narrativa e diferenciá-la de outros padrões de discurso, tendo como base estudos sócio psicolingüísticos, filosóficos e literários. Procuramos também identificar algumas dificuldades teóricas e possíveis riscos dos quais os estudiosos da narrativa deveriam estar conscie ntes. Finalmente, esboçamos uma compreensão da narrativa que objetiva levar em conta sua condição particular de um discurso contextualizado e seu caráter aberto e transitório.

Chapter to appear in Parker, I. (2005) Qualitative Psychology: Introducing Radical Research. Buckingham: Open University Press.

This site focuses upon narrative perspectives in psychology and allied disciplines and provides an introductory and interdisciplinary guide to bibliographical and Internet resources concerned with "the storied nature of human conduct" (Sarbin, 1986) broadly conceived. Narrative in psychology itself has developed particularly notable links with the emergent discipline of cultural psychology (Bruner, 1990). This page also archives materials from a course, PSY 444 Narrative Psychology, taught at LeMoyne College, will serve as a background resource for a forthcoming graduate course at Massey University (NZ), 175.775 The Narrative Perspective, and suggests other pedagogical materials concerned with the study of narrative. Keywords: narrative, narrative psychology, discourse analysis, storytelling, cultural and cross-cultural psychology, qualitative research, social constructivism, constructionism, postmodernism, critical realism, pedgagogy, dialogism, dialogical science.

Draft copy appearing as, "Erzahlung, moralische Identiat und historisches Bewusstsein. Eine sozialkonstructionistische Darstelung." In J. Straub Ed.) (1998) Identitat und historishces Bewusstsein. Frankfurt: Suhrkamp.

Nos últimos anos, vimos notando uma referência crescente a "gênero" nos estudos e pesquisas acadêmicas, nos discursos de vários campos profissionais e até mesmo na mídia. De uma expressão pouco usual, ela se torna quase frequente.Mas estaremos todas/os falando da mesma coisa quando falamos em gênero? Que sentidos, quantos sentidos estão contidos nessa expressão? De onde ela surge? O que ela pretende designar e o que institui? O que se faz em seu nome? Acredito que talvez ainda estejamos enredadas/os nesse conceito e que valha a pena ensaiar um desembaraçamento dessas redes. Não tenho pretensão de facilmente encontrar o fio condutor dessa trama. Na verdade, penso que são várias as tramas teóricas que foram sendo articuladas nesse conceito — afinal, gênero tem sido utilizado por estudiosas/os marxistas, pós-estruturalistas, lacanianas/os, feministas radicais e tantos outros e outras que não pretendem qualquer classificação. Talvez exatamente por essas diferentes apropriações, o conceito tem sido constantemente debatido, o que acaba por representar tanto um fator de instabilidade (já que aqueles/as que se dedicam à área movimentam-se sempre num terreno contestado, não fixo), quanto um fator de vitalidade (que estimula e incita a um constante questionamento e auto-crítica). É dentro desse quadro que pretendo compor este texto. O que trago aqui traz, portanto, a marca de minha inserção nesse campo e pretende mostrar as características de vitalidade e instabilidade da área, revelando algumas de minhas certezas provisórias e de minhas dúvidas.

O trabalho profissional do psicólogo deve ser definido em função das circunstâncias concretas da população a que deve atender. A situação atual dos povos centro-americanos pode ser caracterizada por: (a) a injustiça estrutural, (b) as guerras ou quase-guerras revolucionárias, e (c) a perda da soberania nacional. Ainda que o psicólogo não seja chamado para resolver tais problemas, ele deve contribuir, a partir de sua especificidade, para buscar uma resposta. Propõe-se como horizonte do seu quefazer a conscientização, isto é, ele deve ajudar as pessoas a superarem sua identidade alienada, pessoal e social, ao transformar as condições opressivas do seu contexto. Aceitar a conscientização como horizonte não exige tanto mudar o campo de trabalho, mas a perspectiva teórica e prática a partir da qual se trabalha.

Draft copy for Journal of Applied Behavioral Science, 1996, 32, 356-378.

Este trabalho é sobre a linguagem e sua importância na Psicologia Social. Esta forma de abordar a Psicologia Social através da linguagem resgata as contribuições dos psicólogos soviéticos Vygotsky, Voloshinov e Bakhtin, e do norteamericano George H. Mead. Traça-se, em seguida, o percurso do desenvolvimento teórico da denominada Psicologia “discursiva” dos últimos anos, ressaltando-se sua aproximação com os significados e os efeitos ideológicos e estruturantes da linguagem. A vantagem desta aproximação ao universo simbólico, social e historicamente construído, é a possibilidade de destacar a importância da interação humana e do contexto social na construção e na permanente recriação dos denominados processos psicossociais, tais como percepções, atitudes, idéias, representações, crenças, valores, filiações sociais etc.

Varios artículos en línea del psicólogo social Ian Parker. Algunos en español.

Revista electrónica sobre Representaciones Sociales.

Con motivo del reciente fallecimiento del educador brasileño Paulo Freire, se pretende en este artículo hacer un análisis relativamente completo de su obra, enmarcándola tanto en el contexto sociopolítico e histórico en fue realizada, que no era otro que la realidad latinoamericana de los años sesenta, particularmente la brasileña, como en el contexto ideológico, que era el de la pedagogía radical y crítica, siempre intentando hacer una síntesis entre cristianismo y marxismo, aunque incluyendo también algunos importantes elementos de la tradición anarquista o libertaria en educación. Se analizan igualmente los principales componentes del proyecto psicosociopedagógico de Freire (praxis, concientización, etc.) así como el método concreto que utilizó. Finalmente, se comenta la proyección y utilidad que la propuesta educativa del pedagogo brasileño tiene aún en la actual sociedad postcolonial y postmoderna.

PCCS Books publishes three journals: - Journal of Critical Psychology, Counselling and Psychotherapy Edited by Craig Newnes. - Person-Centred Practice Edited by Tony Merry - Person-Centered and Experiential Psychotherapies Edited by Robert Elliott, Dave Mearns, Peter F. Schmid and William B. Stiles

Desde una preocupación y cuestionamiento sobre la investigación y la producción de conocimiento psicosocial, este artículo recoge las propuestas del construccionismo social, la reflexividad y la epistemología feminista como bases de la construcción de una Psicología Social Crítica. El texto se presenta como una caja de herramientas conceptuales y teóricas a tener en cuenta en la producción y análisis del conocimiento como instrumento de mantenimiento o transformación de la realidad social. Palabras claves: Psicología social crítica. Construccionismo social. Historicidad. Reflexividad. Epistemología feminista.

What are the perspectives which philosophy brings to the study of narrative? In response to this question, this page details (1) those movements of thought in the later 20th century various labeled as social constructionism, constructivism, postmodernism (including structuralism and poststructuralism), late modernity, and so on as well as (2) less radical viewpoints including "critical realism," certain approaches to positivism and some forms of personalist philosophy. These latter positions reflect the diversity underlying narrative approaches which seek a comprehensive understanding of human experience in the light of storytelling. However, philosophical approaches by narrativists in psychology broadly reject as inadequate the objectivist, radical empiricist, or analytical philosophy represented by figures such as W.V. O. Quine.

Este artículo está publicado en Portalpsicologia por gentileza de Frederic Munné. Fuentes: Psicologia & Sociedade. Associaçao Brasileira de Psicologia Social - ABRAPSO, 1997, 9, 1-2, 31-46. (Reproducción revisada del artículo publicado en Psicothema, 1993, 53-64, con la adición de un Postscriptum sobre Pluralismo teórico y complejidad. Este artículo está publicado en Portalpsicologia por gentileza de Frederic Munné

Este artigo se propõe a discutir os sentidos que são produzidos em relação à pobreza, à violência e ao trabalho. Considerando as condições sociais, econômicas, culturais e políticas de exclusão de onde vivem, procurou-se compreender como os sentidos produzidos interpelam meninos e meninas na construção das identidades de gênero, raça, classe social e sexo, nos espaços da casa, da rua, da escola e da comunidade. Para isso, foramrealizados 6 grupos de discussão e 16 entrevistas individuais com meninos e meninas, entre 15 e 18 anos, de uma 5a e uma 8a séries do Ensino Fundamental de uma escola municipal da zona leste de Porto Alegre, de uma comunidade carente. A análise e compreensão desses sentidos foram construídos a partir dos pressupostos teóricos e metodológicos da Produção de Sentidos, dentro do paradigma do onstrucionismo Social. A pobreza produz um sofrimento e, esses são aspectos que fazem parte da vida desses jovens. A violência é tratada com uma certa naturalidade, mas ao mesmo tempo com uma preocupação, além de ser localizada geograficamente. Já o trabalho é usado como critério para identificar e caracterizar quem mora na favela, especificando, os que trabalham como pessoas honestas, e os que não trabalham como marginais ou bandidos. Palavras-Chave: produção de sentidos, identidades/diferenças, realidade social

Este artículo pretende constituir una aproximación desde la Psicología Social a la teoría de la performatividad de género de Judith Butler. Si bien dentro del pensamiento feminista contemporáneo se ha venido asociando la categoría "sexo" al ámbito de lo natural y la categoría "género" a la dimensión cultural y socialmente construida de las categorías asociadas al sexo (siendo presentados ambos términos como un par de opuestos), Butler efectúa en su obra una deconstrucción de dicha dicotomía, mostrando como el sexo es ya de por sí una construcción social que, por tanto, ha sido género todo el tiempo. En este texto también se intenta indagar en la aportación que la teoría de performatividad puede suponer para una teoría de la subjetividad en psicología social; para ello resulta fundamental la defensa que Butler hace de la aparentemente paradójica posibilidad de transformación social a partir de las categorías sociales que, a la vez que nos conforman como sujetos, nos están subordinando.

This paper speculates about what will, and should, follow cognitivism in psychology in the new century. It highlights the importance of the work of Wittgenstein, Sacks and Edwards for the development of post-cognitive psychology. Cognitivism is criticized for failing to conceptualize practices in a way that recognizes their action orientation and co-construction, and to appreciate how they are given sense through people’s categories, formulations and orientations. Discursive psychology focuses on the production of versions of reality and cognition as parts of practices in natural settings. It is offered as one potential successor to cognitivism. KEY WORDS: action, cognitivism, discursive psychology, practices

Esta página pretende informar sobre recursos que tengan alguna relación con la Psicología Crítica y la Psicología Radical.

O artigo estabelece as bases epistemológicas para a construção de uma psicologia política tendo como ponto de partida a história recente da psicologia na América Latina e, especialmente, as teorias desenvolvidas por Ignácio Martin-Baró e Silvia Lane, no universo da psicologia social. Para o autor, estas duas teorias expressam um compromisso político com a realidade social e, principalmente, com sua transformação. Assim, defende-se a idéia de que não é necessário construirmos o rótulo de psicologia política como área de conhecimento e atuação no campo da psicologia, uma vez que a psicologia se revele comprometida socialmente.

Con cierta frecuencia se acusa tanto al actual postmodernismo(1) como a los propios autores postmodernos (filósofos, sociólogos, psicólogos sociales, etc.) de defender posturas claramente neoconservadoras y hasta reaccionarias, a causa sobre todo de su fuerte individualismo y de su profundo nihilismo. El supuesto subyacente a estas críticas es que sólo los valores altamente esperanzadores y "socialistas" pueden ser progresistas y emancipadores, como si sólo existiesen dos formas de ver el mundo e interpretarlo: la marxista y la conservadora. Los autores postmodernos obviamente no suelen ser marxistas, luego, se deduce, son reaccionarios.

Revista Anthropos: Huellas Del Conocimiento, 1998 MAR-ABR; (177). Artículos no disponibles en línea.

Draft copy for American Psychologist, 1996, 51, 496-503.

Paper presented at the International Society for Theoretical Psychology meetings, Calgary, Canada, June, 2001.

The article describes an approach of systematic, rule guided qualitative text analysis, which tries to preserve some methodological strengths of quantitative content analysis and widen them to a concept of qualitative procedure. First the development of content analysis is delineated and the basic principles are explained (units of analysis, step models, working with categories, validity and reliability). Then the central procedures of qualitative content analysis, inductive development of categories and deductive application of categories, are worked out. The possibilities of computer programs in supporting those qualitative steps of analysis are shown and the possibilities and limits of the approach are discussed. Key words: qualitative content analysis, content analysis, category, induction, intercoder-reliability

A web resource library of qualitative materials, exercises, and study guides to supplement the (2001) book titled Narrative Methods for Organizational and Communication Research. London: Sage Publications. See Amazon to order book and/or read book review.

The development of a methodical research style is described. The way to handle data won from 1) interviews with psychological counselors/therapists concerning their professional biography, 2) conversation analysis of therapeutic sessions and 3) evaluation of "self-confrontation interviews" stimulated through video usage (to capture the "inner aspects of given actions" on the part of the counselor/therapist) is also discussed. Furthermore, a concept for research is presented in which qualitative interviews and field research, Grounded Theory method and self-reflection of researcher subjectivity as instruments for insight and discovery are implemented in various thematic fields. The development of these methods is brought into connection with premises related to epistemological and methodological convictions and preferences. Key words: qualitative interview, biographical interview, self-confrontation-interview, content analysis, conversation analysis, Grounded Theory, self-reflection, subjectivity, research style

An online journal dedicated to qualitative research since 1990

The Radical Psychology Network seeks like-minded psychologists and others to help create a society better able to meet human needs and bring about social justice. We want to change society's unacceptable status quo and bring about a better world. And we want to change the status quo of psychology, too. We challenge psychology's traditional focus on minor reform, because enhancing human welfare demands fundamental social change instead. Moreover, psychology itself has too often oppressed people rather than liberated them.

A long time ago, in late 1968, Don Bannister invited me to contribute a chapter to his Perspectives in Personal Construct Theory (Bannister, 1970). I called my chapter (in those unenlightened sexist times): “Men (plural, social), the man-makers (singular, individual): George Kelly and the Psychology of Personal Constructs.”

Draft for the last chapter (a reply to my commentators) in Hermans, C, Immink, G., deJong, A. and van der Lans, J. (Eds.) Social Constructionism and Theology, Boston: Brill, 2002

My objective is to write a paper on critical psychology in Chile, and the first challenge that I have encountered is the need to refer to a concept that does not exist as such. I doubt that such a thing as a school of thought of critical social psychology exists. There is also no central institution around which such a school can be structured. There are no authors or a system or a canonical work that might constitute a source of unique and common inspiration for all. What does exist is a practice that purports to be critical, and that is articulated around a diversity of knowledge and influences, heterogeneity of thematic content, dialogue, variability and debate. To write about this is consequently risky because among other things the exercise of description always implies the risk of delimiting the object one speaks of, which in this case is a practice that by definition is changeable, and where an attempt made to define and set its limits, its movement may as a result become fixed.

En este trabajo se plantea la idea de que la psicología social comunitaria, la psicología social crítica y la psicología social de la liberación configuraron una forma de respuesta neoparadigmática (las dos primeras surgen en América Latina en los años 70, la tercera es delineada en los ochenta), concebida en función de las necesidades de las sociedades latinoamericanas, expresada en mutuas influencias. Para ello se realizó una investigación analítica y comparativa en literatura latinoamericana concerniente a las tres áreas, buscando las características identificadoras principales de esos movimientos, las similitudes y las diferencias. Los resultados aquí presentados muestran la influencia que ha existido entre los tres ámbitos y cómo se complementan, comparten fuentes, objetivos y conceptos.

This paper describes the process for employing two principal instruments for relating the categories identifying the central phenomenon in grounded theory analysis. The Conditional Relationship Guide contextualizes the central phenomenon and relates structure with process. The second tool, the Reflective Coding Matrix, captures the higher level of abstraction necessary to bridge to the final phase of grounded theory analysis, selective coding and interpretation and ultimately to the theory generation. Examples of each instrument are provided and discussed. Key words: Grounded Theory, Grounded Theory Analysis, Analytic Coding, Analytic Categories, Conditional Relationship Guide, and Reflective Coding Matrix

This article theorizes the issue of validity from a social constructionist perspective, particularly as it is applied to the assessment of qualitative research. Validity must be interrogated for its discursive function within the social sciences. I will argue that, as a criterion of assessment, validity polices the social science enterprise and thus, functions as a practice of power through the de/legitimation of social knowledge, research practice, and experiential possibilities. This critique will lead into a reformulation of validity that actively recognizes and negotiates its practice of power. Within this reformulation, research findings are conceptualized as representations and should be scrutinized for their realist, critical, deconstructive, and reflexive narrative function. Put simply, assessing qualitative research entails multiple and contradictory readings of its representational failures and successes. Therefore, validity of research is no longer conceived as a determination (i.e., “is valid” versus “is not valid”) but a continual process of interrogation. This new framework will be applied to my Master’s thesis research that explored domestic violence and relationship abuse among gay males. Implications for research practice are discussed. Key words: Qualitative Methodology, Validity, Social Constructionism, and Gay Male Partner Abuse

En Limón, Gilberto (compilador). Editorial Pax México.

This is the fifth chapter of Ian Parker's Slavoj Zizek: A Critical Introduction published by Pluto Press in London in March 2004.

There does not seem to be the 'problem of consciousness', only various conundrums that come to the fore when we reflect on the special character of higher organisms. Roughly one might say that common to many puzzles about consciousness is the thought that human beings, at least, are aware that they are aware of material things, some of the states of their own bodies, and can monitor themselves thinking about these and other matters. In this paper I propose to use the analysis of certain relevant kinds of talk as a way of investigating how far some of the phenomena comprehended under the broad term 'consciousness' are socially constructed. By that I mean the question as to whether they are brought into being, or if already existing, are they modified in various ways, by social, that is interpersonal processes and structures. I shall work with the widely shared principle that the main instrument through which such creations and modifications come to be is language.

Draft copy for F. Newman and L. Holzman (Eds.) (1999) End of knowing: A new developmental way of learning. New York: Routledge.

Consider the following circumstances: 1) We encounter an animal in the forrest... it turns to us surprised, wide eyed, ears back, our eyes meet... it is 'there' with us... it is a moment of awesome mystery... yet it does have a distinct character, a 'shape' to it, nonetheless. 2) We hold another person in our arms... feel their body respond to our touch... we experience our lover as a source 'of ceaselessly unforeseen originality' (to use a phrase of Roland Barthes's, 1983, p.34)... it is a moment of awesome mystery... who are we?... in such a moment... 3) We respond to our circumstances with a gesture... another awesome moment, the beginning of dance... 4) We respond to our circumstances with a sound... it is the mysterious beginning of music... but where are we? in what kind of space?... 5) We respond with a mark on some material before us... the beginning of painting... These are powerful and extraordinary events... they occur in those moments when we act responsively, as living beings, to what is around us... experiences such as these have been with us from the beginning of time... And since the beginning of time - sensing their 'shape', sensing their powerful and distinctive character - we have tried to articulate their nature... indeed, now, we even dream of explaining them, scientifically!!

For The Message of Social Psychology: Perspectives on Mind in Society (Eds. C. McGarty and A. Haslam) (1996) Oxford: Blackwell

Draft copy for J. Greenwood (Ed.) (1997) The mark of the social. New York: Rowman and Littlefield.

When we were first asked to contribute a chapter to this volume, we thought this would be a good opportunity for us to bring together our views on narrative research under one umbrella. As Co-directors of the Centre for Narrative Research, we have been involved in on-going conversations with one another for a long time about narrative theory and method; these conversations have taken on a number of different formats, including an edited book (Andrews et al. 2000). These conversations have not, of course, been only amongst ourselves, but have also been stimulated by input from the wide array of people who have contributed to the activities of our centre, for instance by giving a presentation in, or by attending our speakers’ series and/or narrative workshops.

Chapter draft for Grodin and Lindlof (Eds.) Constructing the Self in a Mediated World, Sage, 1996.

Este capítulo constituye una aproximación inicial a la teoría feminista en su aplicación al campo de la sociología médica. El abordaje que realizamos de este tema tiene lugar necesariamente a través de las herramientas conceptuales que poseemos, esto es, a través de un diálogo crítico con el feminismo. La primera parte está dedicada a analizar suscintamente algunos de los principales concertos de la teoría feminista. Ahí se discuten las categorías de patriarcado, género y sistema de sexo/género, y se explora la manera en que estos conceptos se articulan lógicamente entre sí. La segunda parte aborda la discusión contemporánea sobre las posibilidades de una ciencia feminista y de una teoría feminista del conocimiento. La tercera parte está dedicada a discutir algunas de las aplicaciones de la perspectiva feminista al campo de la sociología médica. Aunque la literature en este sentido es may amplia, nuestra discusión es inevitablemente limitada y su objetivo es simplemente proveer algunos ejemplos de los avances feministas obtenidos en este campo del conocimiento. La intención es discutir hasta qué punto se ha logrado construir un nuevo tipo de conocimiento (feminista) dentro del ámbito de la sociología médica. El capítulo finaliza con la presentación de una breve conclusión derivada de este análisis.

O encontro intelectual entre três escritores simpáticos, em algumnível, ao trabalho de Lacan foi reunido no livro Contingência, Hegemonia, Universalidade (Butler, Laclau e Zizek, 2000a). Esses três autores são bem conhecidos em um conjunto difuso de campos que vão dos “estudos culturais” (cultural studies) à teoria literária e à teoria política. Como o subtítulo do livro indica - “Diálogos Contemporâneos da Esquerda” – eles também possuem alguma afinidade com o marxismo, “pós-marxismo” e política feminista. Uma questão que este debate entre três pensadores da teoria social lacaniana freqüentemente recoloca diz respeito à possibilidade de articular a teoria lacaniana com a política radical. No presente artigo discute-se se há implicações clínicas para esta leitura proposta pela esquerda Lacaniana, na qual os três autores estão engajados. Tomando como ponto de confluência o livro acima, o objetivo trabalho é mostrar como a prática política e a prática clínica encontram certos pontos de congruência em torno de temas como a negatividade, a sexualidade e a subversão do sujeito.

It is the aim of this article to justify the use of a cooperative research method, the narrative grid interview, within the framework of a research project on experience of mobility. The crucial characteristic of this method is to guarantee universal transparency from data collection to the description of generalized results and models. Thus, two requirements are met: The appropriateness is based in the narratives of the participants on their respective lifeworld, the ability to generalize is based on rules for data-analysis and -interpretation in agreement with legitimate paradigms (for the purpose of KUHN). Thereby greater closeness between theoretical groundwork research and concrete applications, be it in planning or counseling, should be guaranteed. After a concise introductory glance on the psychological and interdisciplinary understanding of mobility, the requirements on the concrete research project 'Psychological basis of mobility behavior' are deduced. In the articles' core quality (komma) criteria are formulated and examined in a concrete description of the methodological approach. Key words: Repertory-Grid, narrative interview, quality criteria, mobility, ecological psychology

This book was first published in 1989 by Routledge. ©1989 Ian Parker. The ISBN for the paperback was 0-415-01494-8 and for the hardback it was 0-415-01493-X. The page numbering has been marked in this web-text of the book by numbers in square brackets, so when you see a number appear you know that you are moving into that number page of the book (e.g., when you read [12] you know that the text to follow this was originally on page 12). The full reference for the book that you can still use for citations and quotes is: Parker, I. (1989) The Crisis in Modern Social Psychology - and how to end it. London: Routledge

I wrote this chapter in response to questions posed to critical psychologists by Tod Sloan: 1. In a nutshell, what does critical psychology mean to you? What are the hallmarks of critical psychology? 2. What brought you to critical psychology? Mention relevant influences, experiences, people, etc. 3. What do you see as the basic principles or concepts of critical psychology? Explain why you emphasize these ideas. 4. What are the big debates in critical psychology? What issues remain to be resolved? 5. What have you done, or what do you do, that exemplifies these principles? In other words, how do you practice critical psychology in your academic work, activism, personal life, etc? 6. From your standpoint in critical psychology, what are the most pressing general social/political problems? What should be done about them?

The Department of Clinical Psychology I represents the psychoanalytically oriented section of the Institute of Psychology at the University of Zurich. For the past 10 years the department’s research has placed emphasis on content analytical and qualitative investigations of patient narratives. These narratives are obtained through the department’s own psychotherapy department practice and examined using the JAKOB narrative analysis developed specifically for this purpose. For the data collection a high quality video system is available. All data and research results are systematically administered in the JAKOB database. Keywords: Qualitative research, narrative analysis, patient narratives, psychotherapy research,

This article criticizes current psychological work on ‘heterosexism’, highlighting the way its operationalization tends to obscure flexible discursive practices and settle them into stable, causal attitudes within individuals. It studies extracts from a variety of sources where sexuality is made relevant (in describing someone as a ‘poof ’ or a ‘dyke’, for example), and considers (a) how interactants attend to ‘heterosexism’ in their talk and (b) what such ‘attending to’ is doing interactionally. The analysis highlights four of the resources speakers use to manage such talk: (i) discounting heterosexism; (ii) displaying a lack of understanding; (iii) softening the blow; and (iv) conceding positive features. It is argued that heterosexist utterances do not have their negativity built into them, but become prejudicial, troublesome or otherwise for participants in situ, as their sense is produced and negotiated. The article concludes with a discussion of the wider implications of this type of research for psychological approaches to (what are typically conceived as) ‘ideological’ or ‘cognitive’ phenomena.

Foundationals documents in sociological social psycologhy.

Draft copy for K. W. Schaie (Ed.) (2000) Social structures and aging. New York: Springer.

Draft copy for B. Bayer and J. Shotter (Eds.) (1998) Reconstructing the psychological subject. London: Sage.

Draft copy for Theory and Psychology, 1997, 7, 31-36.

Draft for K. Deissler and S. McNamee (Eds.) (2000) Phil und Sophie auf der Couch, Die soziale Poesie Therapeutischer Gesprache. Heidelberg: Carl-Auer.

From within social constructionism, everything that is taken to be an already existing, real psychology object in the cognitive (realist) account - such as our intentions, memories, motives, perceptions, emotions, etc. - can be talked of in a different way: As not consisting in already finished and finalized objective entities at all, but as still being in the process of construction, that is, as being both partially constructed and open to further construction, or even, re-construction - in different ways in different discursive or conversational circumstances, according to one's sense of how one is placed in relation, both to one's own project, and to the others around one.

The authors of this book - Julian Henriques, Wendy Holloway, Cathy Urwin, Couze Venn, and Valerie Walkerdine (henceforth HHUV&W) - when they first published it in 1984, were working together as a collective in England.

This 'virtual faculty' began to form in late 1994. As faculty members we share a sufficient common interest to have enabled us to come together in this networked forum nearly one year later. Perhaps the 'key plank' in our common interest is what has been termed 'the discursive turn' (aka 'the second cognitive revolution') that has begun to occur in a number of areas of contemporary psychology. What is this 'discursive turn'?

Theory & Psychology is a bi-monthly journal devoted to scholarship with a broad meta-theoretical intent. It examines such issues as the conceptual frameworks and foundations of psychology, its historical underpinnings, its relation to other human sciences, its methodological commitments, its ideological assumptions and its political and institutional contexts. It fosters dialogue among psychologists and other social scientists interested in psychological analyses. Acceso a Resúmenes.

General/Introduction Methods The Self Social Beliefs/Judgments Attitudes and Behavior Genes, Gender and Culture Conformity Persuasion Group Influence Prejudice Aggression Attraction Altruism Conflict and Peacemaking Psychology in the Courtroom

Draft copy for Theory and Psychology, 1997, 7, 31-36.

In the past in social theory, two spheres of activity have occupied our attention: people's individual actions, and their behavior. But now, dialogical phenomena - and what Bruner focuses on as narrative phenomena - seen as occurring in a sphere somewhere in between these other two, are coming to constitute a distinct, third realm of activity requiring its own distinct kind of attention.

Preliminary draft for International Journal of Public Administration, 2001, 24, 697-707.

Comment on a Chapter by Geoffrey Nelson and Isaac Prilleltensky The most useful contribution of this useful chapter on Social Interventions is its discussion of dilemmas facing community psychologists who work within governmental agencies, nongovernmental organizations, and social movement organizations. Too often, recruiters of all stripes make one-sided appeals urging students to use their skills to further one project or another, without emphasizing the difficulties inherent in any such effort. As Geoffrey Nelson and Isaac Prilleltensky point out, every choice forces one to navigate through difficult circumstances, leading to both hope and despair

A Miniature Library of Philosophy. Múltiples artículos en línea sobre epistemología, marxismo, filosofía y otros temas.

Vygotsky's study of the relationship of thought and language is a model of the materialist application of the dialectical method of the first order of importance, both by reason of its results and of its methods. Hegel and Marx have given us the foundation for understanding what is objective in the subject-object relation; Vygotsky has given us an approach to understanding the subjective side of this relation. A study of his results and methods will help us greatly in understanding the true significance of Hegel's method and his system. Nature is infinitely complex, as is the reflection of external nature in the life-processes of humanity. Nature and human existence manifest themselves in a multiplicity of co-existent "levels" constituting the subject matter of the various sciences both natural and human. Each specific science reveals its own laws which may be elucidated with the aid of the dialectical method of which Vygotsky's work is an example. The relation between each science again constitutes the basis for a unique study. Vygotsky's comments on the development of psychology are generally applicable:

Effective therapy often seems magical. A life shattering problem is described in the quiet recesses of a chamber far removed from the site of turmoil. Questions and answers, stories good and bad, emotional outbursts, a little silence and perhaps some tears - all may be present. And then, almost by miraculous intervention, there is change. The problem is transformed, seems less severe, or is possibly dissolved. Yet, we ponder, how was the result achieved? What is it about this particular configuration of events that brought about change? At least one central candidate for answering this particular form of "miracle question" is therapeutic communication. There is something about the nature of communicative interchange that engenders change. Yet, to answer in this way is scarcely sufficient. What precisely is it about such communication that precipitates transformation? What forms of communication are invited, which are proscribed; how might we be more effective? // Unpublished Manuscript.

Draft copy for the History of the Human Sciences, 1997, 10, 151-173.