Voici les éléments 1 - 3 sur 3
  • Publication
    Métadonnées seulement
    Studying higher mental functions: The example of imagination
    (Cham etc.: Springer, 2016) ;
    Valsiner, Jaan
    ;
    Marsico, Giuseppina
    ;
    Chaudhary, Nandita
    ;
    Sato, Tatsuya
    ;
    Dazzani, Vriginia
    Among the many objects of interest of cultural psychology is imagination. Imagination is a higher function of the mind – that is, it requires the mediation of internalized cultural means. As such, it is both deeply cultural in nature, as well as unique in the way it is experienced by a given person, in a specific time and place. Altogether, it plays a major role in individual and collective change. However, like many others higher functions, it cannot be studied directly: one cannot observe what or how someone is imagining. This is where psychologists have either the choice to give up, or to devise alternative ways to access to imagination. The chapter first defines imagination as sociocultural process. In a second part, it examines methods that have been used, or could be used, to study imagination, especially: case studies, projective tests, lab studies, introspection, autoanalysis, autoethnography, observation, and everyday life enquiry. In the third part, the chapter proposes a synthetic analysis of these techniques, highlighting the specific perspectives they allow for studying imagination. Finally the chapter suggests that such exploration might offer new keys for the study of higher psychological function, that is, for culture in mind and mind in culture.
  • Publication
    Accès libre
    Imagining the past and remembering the future: how the unreal defines the real
    (Charlotte, NC: Information Age Publishing, 2016) ;
    Valsiner, Jaan
    ;
    Sato, Tatsuya
    ;
    Mori, Naoshi
    ;
    Valsiner, Jaan
  • Publication
    Accès libre
    Life-creativity: Imagining one’s life
    (Hove/New York: Routledge, 2015) ; ;
    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.