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de Saint Laurent, Constance

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de Saint Laurent, Constance
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https://libra.unine.ch/handle/123456789/722

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  • Publication
    Métadonnées seulement
    Setting specificity and memory: A perspective from sociocultural psychology
    (London: Information Age, 2019)
    de Saint Laurent, Constance 
    ;
    Wagoner, B
    ;
    Zadeh, Sophie
  • Publication
    Métadonnées seulement
    Introduction. What may the future hold?
    (London: Palgrave Macmillan, 2018)
    de Saint Laurent, Constance 
    ;
    Obradovic, Sandra
    ;
    Carriere, Kevin
    ;
    de Saint Laurent, Constance 
    ;
    Obradovic, Sandra
    ;
    Carriere, Kevin
  • Publication
    Accès libre
    Memory in life transitions
    (Oxford: Oxford University Press, 2018)
    de Saint Laurent, Constance 
    ;
    Zittoun, Tania 
    ;
    Wagoner, B
    This chapter explores the transformation of autobiographical memory in life transitions. To do so, it proposes a model of autobiographical memory as an oriented sociocultural act, whereby the person imaginatively distances herself from past experiences to produce a meaningful discourse on her past. This model is applied to the development of autobiographical memory during adolescence, a crucial period in this regard, and is used to analyze a series of longitudinal documentaries on teenagers in Switzerland. Based on two case studies, it is argued that adolescents learn to make sense of their past by building on previous recalls of their experiences, successively reworking their interpretation of what happened. As they discover new concepts, interlocutors, and cultural tools, they learn to distance themselves from their experiences to produce stories that are meaningful for their present selves, which they can share with others, and that can be turned into lessons to be learned.
  • Publication
    Métadonnées seulement
    Thinking through time: From collective memories to collective futures
    (London: Palgrave Macmillan, 2018)
    de Saint Laurent, Constance 
    ;
    de Saint Laurent, Constance 
    ;
    Obradovic, Sandra
    ;
    Carriere, Kevin
    In this chapter I look at the links between collective memory and the imagination of collective futures. Drawing on works on imagination and autobiographical memory, I first discuss the role of past experiences in imagining the future. I then explore the consequences of such a perspective for collective memories and collective futures, which will lead me to argue that the former provides the basis for the latter. Three case studies are presented, each illustrating a different type of relation between collective memory and collective imagination: 1) collective memory as a frame of reference to imagine the future; 2) collective memory as a source of experiences and examples to imagine what is likely, possible or desirable; and 3) collective memory as generalisable experience from which representations of the world – Personal World Philosophies – are constructed and in turn used to imagine the collective future. This will lead me to the conclusion that representations of the world are characterised by “temporal heteroglossia”, the simultaneous presence of multiple periods of time, and that they mediate the relation between collective memory and collective imagination, allowing us to “think through time”.
  • Publication
    Métadonnées seulement
    Cultural Psychology and Politics: Otherness, democracy and the refugee crisis
    (Charlotte: Information Age, 2018)
    de Saint Laurent, Constance 
    ;
    Glăveanu, Vlad
    ;
    Wagoner, B
    ;
    Bresco de Luna, I.
    ;
    Glăveanu, Vlad
    What does psychology have to offer to the pursuit of actualised democracy? Starting from the assumption – that we share with Moghaddam – that psychology has an important role to play in this regard, we propose to develop a cultural psychological perspective on the topic. To do so, we first revisit four common assumptions about democracy through the lens of cultural psychology. We then present the notion of political imagination as a tool to unpack how (the democratic) self, others and societies are imagined and constructed in discourse. We apply this notion to a series of four examples stemming from the on-going refugee crisis, and we illustrate how the psychological categories proposed by Moghaddam can be used to defend a vision of society that excludes others. Finally, we turn towards the concept of perspective taking, and we conclude that psychology’s contribution should focus on self-other relations – not just on the idealised, democratic self – as these are simultaneously political, psychological and ethical.
  • Publication
    Accès libre
    Imagining the collective future: A sociocultural perspective
    (London: Palgrave, 2018)
    Zittoun, Tania 
    ;
    Gillespie, Alex
    ;
    de Saint Laurent, Constance 
    ;
    Obradovic, Sandra
    ;
    Carriere, Kevin R.
    The present chapter examines how groups imagine their future from a sociocultural perspective. First, we present our sociocultural model of imagination and its three dimensions, before building on it to account for how collectives imagine the future. We maintain that it is a mistake to assume that because imagination is “not real”, it cannot have “real” consequences. Imagination about the future, we argue, is a central steering mechanism of individual and collective behaviour. Imagination about the future is often political precisely because it can have huge significance for the activities of a group or even a nation. Accordingly, we introduce a new dimension for thinking about collective imagination of the future— namely, the degree of centralization of imagining—and with it, identify a related aspect, its emotional valence. Based on two examples, we argue that collective imaginings have their own developmental trajectories as they move in time through particular social and political contexts. Consequently, we suggest that a sociocultural psychology of collective imagination of the future should not only document instances of collective imagining, but also account for these developmental trajectories— specifically, what social and political forces hinder and promote particular imaginings.
  • Publication
    Accès libre
    Trajectories of resistance and historical reflections
    (Singapore: Springer, 2017)
    de Saint Laurent, Constance 
    ;
    Chaudhary, Nandita
    ;
    Hviid, Pernille
    ;
    Marsico, Guseppina
    ;
    Villasden, Jacob
    Collective memory, the one-sided and subjective vision the group holds of its own past, plays a central role in defining who we believe we are and what the world is supposed to be. As such, being able to challenge what is said of the past offers the possibility to imagine futures and build identities outside of what is commonly accepted in society, thus providing roots for resistance. This paper proposes to reconstruct the trajectories of two intellectuals and artists interviewed in Brussels to understand what may have led them to question traditional narratives of the past, and in some cases to actively resist them. It concludes that the encounter with several tools, such as historical books or the discovery of others’ alternative narratives, may foster resistance; they not only encourage individuals to question specific historical discourses, but participate in the construction of a “meta-memory”: a general representation of historical discourses.
  • Publication
    Métadonnées seulement
    Reflexivity
    (London: Palgrave Macmillan, 2016)
    de Saint Laurent, Constance 
    ;
    Glaveanu, Vlad
    Do we need reflexivity in order to be creative? Many would probably be inclined to see a connection between a contemplative attitude and creativity, an image deeply rooted in our (frequently) romantic conception of the genius (Montuori & Purser, 1995). Rodin’s well-known sculpture ‘The Thinker’ embodies this association, but it also opens up the question of what the creator is actually reflecting on. Reflexivity, as commonly defined in dictionaries, suggests turning towards oneself and, in this sense, if we assume Rodin’s ‘Thinker’ is engaged in an act of reflexivity, perhaps he is deeply immersed in thought about his own condition. Is he self-absorbed? There is a crucial difference to be made between reflection and reflexivity. The old story of Narcissus tells us he was so much in love with his own image, his own reflection (in the water), that he drowned trying to reach it. Turning towards oneself, in order to foster creative action, needs, on the contrary, to create a distance between observer and observed, not collapse these two positions. Here lies the paradox of reflexivity and, at the same time, the feature that makes it essential for creativity. The observer and the observed are one and the same person and yet, to avoid self-absorption, they need to be differentiated. We can think about other people and objects in the world but, in order to reflect on oneself, the self needs to become other to itself. This accomplishment both draws on our interactions with others and defines us as social beings (Gillespie, 2006; Mead, 1934). Our definition of reflexivity is thus fundamentally social – being reflective is not a solipsistic (as in the case of Narcissus) or solitary (as in the case of Rodin’s ‘Thinker’) act. Reflexivity implies being able to take distance and look at one’s self or action from an external position. This external position can be the one of another person that we are either in dialogue with or whose views we have internalised, or even our own self as we know it from the past or imagine it in the future. All these positions facilitate de-centration, preventing us from becoming trapped in unitary, singular and egocentric views of self and world. Ultimately, such de-centration makes us flexible, creative (Gl˘aveanu & Lubart, 2014), and capable of agentic action (Martin & Gillespie, 2010). Reflexivity is important for creativity because it builds on our ability to develop new perspectives on reality, while turning these perspectives back on the self and our ongoing action. This marks the difference between creative potential (i.e., being able to generate different novel ideas) and creative achievement (i.e., using these ideas to understand things differently and act in new ways). Our argument here is that engaging in reflexivity not only generates new potential understandings of self and its situation, but prompts the person to imagine and act upon these possibilities. Through this, we are not only postulating the crucial role of others for developing a position of reflexivity, but claim that such a position is intrinsically related to (creative) action. Being reflective supports creative expression precisely because it goes beyond constructing a Narcissus-like ‘reflection’ of the self; it places multiple positions about self and world in active dialogue with each other. This dynamic is crucial for the work of artists, scientists and inventors, but it also permeates creativity in everyday life and in the social domain. The illustration that follows explores the link between creativity and reflexivity within society. It focuses on a tragic event that shook public opinion in France and internationally, occasioning unprecedented levels of social mobilisation, engaging a wide range of positions and generating a variety of (socially creative) perspectives and responses.
  • Publication
    Accès libre
    Life-creativity: Imagining one’s life
    (Hove/New York: Routledge, 2015)
    Zittoun, Tania 
    ;
    de Saint Laurent, Constance 
    ;
    Glaveanu, Vlad Petr
    ;
    Gillespie, Alex
    ;
    Valsiner, Jaan
    How people become unique persons is an ever-renewed puzzle for any observer of human life. Somehow, in the complex sets of social and cultural constraints that reduce margins of freedom, each person is actually the author of his or her life. Each trajectory is unique, and can be recognized by its specific melody (Zittoun et al., 2013). This uniqueness, we propose, can be seen as resulting from lifecreativity, the process of creating one’s life-paths. To better understand it, we will first examine the relation between creativity and development, then propose to consider imagination as the heart of the creative process. We will treat imagination as a three-dimensional developmental process, and define the conditions under which it might be acknowledged as creativity. The case study of Rachel, going through her teenager years, will ground our proposition and further discussion. This exploration, we hope, will contribute to our understanding of the developmental aspects of creativity.
  • Publication
    Accès libre
    Dialogue and debate in psychology: Commentary on the foundational myth of psychology as a science
    (Ontario: Captus, 2015)
    de Saint Laurent, Constance 
    ;
    Cresswell, James
    ;
    Haye, Andres
    ;
    Larrain, Antonia
    ;
    Morgan, Mandy
    ;
    Sullivan, Gavin
    This paper proposes to consider the discourses surrounding the “birth” of psychology, especially the stories around the Leipzig laboratory, as collective memory. It argues that analysing this ‘foundational myth’ of psychology may shed light on the current oppositions and divisions within the field. Seeing psychology as the product of an original and necessary separation between two distinct branches may indeed have sterilised the debate far beyond those who started it. Finally, drawing on dialogism and pragmatism, it considers that the recognition of the legitimacy of the knowledge of the other and the reopening of the epistemological debate are necessary steps towards the instauration of a fruitful dialogue within the field.