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Zittoun, Tania
Nom
Zittoun, Tania
Affiliation principale
Fonction
Professeure ordinaire
Email
tania.zittoun@unine.ch
Identifiants
Résultat de la recherche
Voici les éléments 1 - 10 sur 55
- PublicationMétadonnées seulementDifficult differences: a socio-cultural analysis of how diversity can enable and inhibit creativity(2019-7-24)
; - PublicationMétadonnées seulementThe social, the possible and the necessary: a theoretical model for the explanation of novelty(2018-5-31)
; We propose a theoretical discussion on Piaget’s model on the real, the possible and the necessary, within Valsiner’s child development theory (1997), showing how constraints operate defining the field of possibles at a psychological level (Piaget, 1983). For metatheoretical analysis (Laudan, 1977; Castorina, 2007; Valsiner, 2017) intrinsic to dialogue attempt between theories, we outline three areas where relationships are established: a) Entities composing the world b) Nature of relationships between existents c) Change and transformation. Critical realism, complex system theory and dialectical perspective constitute the basis for both models. Piaget’s can explain relationships between Valsiner’s Zone of Promoted Action (ZPA) and Zone of Free Movement (ZFM) (1997), and the construction of the latter. Relationships between psychological possibles and what we present as “social possibles” specifies within children’s areas for movement and thinking (ZFM) a process leading to novel forms, creations beyond social possibles. This can help understand that different subjects may behave differently in similar settings, even in situations of fictional play, creation of psychological possibles and usage of imagination or creation appears more clearly for some, whereas for others, conditions of possibility, conquests of limitations in the field of possibles is yet to be attained or enabled in interaction. - PublicationMétadonnées seulementSymbolic resources and imagination in the dynamics of lifeThis chapter presents two mutually dependent conceptual developments in sociocultural psychology: the concept of “symbolic resources” and a theory of imagination. It argues that, although both have been considered as side problems, these might actually enable to highlight fundamental dynamics in the study of human development in the lifecourse, as well as cultural change. The chapter is organized five sections. The first section sketches a sociocultural psychology of lifecourse and highlights some of its challenges. The second section presents a sociocultural psychological theory, while the third retraces the concept of symbolic resources. These two sections each present a short historical summary and a theoretical model. The fourth section puts these two concepts at work, and shows how they may participate to the definition of the lifecourse and societal change, but also, how these can be constrained. The fifth section opens on further theoretical and methodological challenges.
- PublicationMétadonnées seulementStudying higher mental functions: The example of imagination(Cham etc.: Springer, 2016)
; - PublicationMétadonnées seulementReflexivity, or learning from living(Charlotte, NC: Information Age Publishing, 2016)
; - PublicationMétadonnées seulementTrajectories of motherhood(Charlotte, NC: Information Age Publishing, 2015)
; - PublicationMétadonnées seulementTransitions, imagination and TEM(Kyoto: shin-yo-sha, 2015)
; - PublicationMétadonnées seulementTransitions in the lifecourse: Learning from Alfred Schütz(Charlotte, NC: Information Age Publishing, 2015)
; - PublicationMétadonnées seulementSpaces of freedom – thinking the future(New York: Nova Publisher Inc., 2014)
; ; ; - PublicationMétadonnées seulementSculpture and art installations: Towards a cultural psychological analysis(Charlotte, NC: Information Age Publisher, 2014)
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