Psychology as the Science of Human Being: The Yokohama Manifesto (Annals of Theoretical Psychology, 13)

This book brings together a group of scholars from around the world who view psychology as the science of human ways of being. Being refers to the process of existing - through construction of the human world here, rather than to an ontological state. This collection includes work that has the goal to establish the newly developed area of cultural psychology as the science of specifically human ways of existence. It comes as a next step after the behaviorist turn that has dominated psychology over most of the 20th century, and like its successor in the form of cognitivism, kept psychology away from addressing issues of specifically human ways of relating with their worlds. Such linking takes place through intentional human actions: through the creation of complex tools for living, entertainment, and work. Human beings construct tools to make other tools. Human beings invent religious systems, notions of economic rationality and legal systems; they enter into aesthetic enjoyment of various aspects of life in art, music, and literature; they have the capability of inventing national identities that can be summoned to legitimate one s killing of one s neighbors or being killed oneself. The contributions to this volume focus on the central goal of demonstrating that psychology as a science needs to start from the phenomena of higher psychological functions and then look at how their lower counterparts are re-organized from above. That kind of investigation is inevitably interdisciplinary - it links psychology with anthropology, philosophy, sociology, history and developmental biology. Various contributions to this volume are based on the work of Lev Vygotsky, George Herbert Mead, Henri Bergson and on traditions of "Ganzheitspsychologie" and Gestalt psychology. "Psychology as the Science of Human Being" is a valuable resource to psychologists, sociologists, philosophers, biologists and anthropologists alike. " Preface......Page 6 Contents......Page 9 About the Editors......Page 12 Contributors......Page 14 About the Authors......Page 16 Part IThe Knowing of Being Human......Page 23 Reasons and Causes, Actions and Behaviors......Page 24 Psychological Phenomena Are Being Done by Persons......Page 25 Doing Grief and Patienthood......Page 26 Doing Habitual Life......Page 27 Doing Anger......Page 28 Aboutness, Oughtness, and the Person......Page 29 Psychological Phenomena Are Conversational......Page 30 Three Conclusions......Page 32 References......Page 35 2 Psychology as a Phenomenological Science......Page 38 Departing from the Phenomena: Gestalt Theory......Page 39 Introspection: The Würzburg School......Page 40 The Point of Departure: From Brentano to Husserl......Page 41 Kurt Lewin's War Landscapes......Page 43 Martha Muchow's Life Space of the Child......Page 44 Life Space of the Urban Child (``der Lebensraum des Gro00DFstadtkindes'')......Page 45 The Image of the Other Man......Page 48 Conclusion......Page 50 References......Page 51 The Dynamic of Sensemaking......Page 54 The World as Neg-Form......Page 55 The Micro-Dynamic of Presentation......Page 56 The Field Nature of the Presentation......Page 58 Semiotic Scenario......Page 60 Bivalence of Meaning......Page 62 The Performative Valence of Sensemaking......Page 64 Desire as Pertinentization......Page 65 Implications and Perspectives......Page 67 References......Page 69 4 The Centrality of Aesthetics for Psychology: Sciences and Arts United Through Poetic Instants......Page 71 Understanding Forms and Structures: The Multiplicity of Meaning in Gestalt......Page 73 The Paradox of the Whole and the Almost Forgotten Notion of the ``Aestheticological''......Page 74 An Aestheticological Approach to Form......Page 76 The Aesthetic Experience of Poetic Instants......Page 77 Metaphors for Verticality: The Tree and the House......Page 79 Conclusions......Page 84 References......Page 85 5 Memory and Creativity: Historical and Conceptual Intersections......Page 87 Memory in Antiquity: From Divinities to Inscription......Page 88 The Ancient and Medieval Art(S) of Memory......Page 89 From Renaissance to (Late) Modernity: The Dawn of `Creativity'......Page 91 Memory and Creativity in the Age of Reproduction......Page 93 `Creative' Approaches to Memory in twentieth-Century Psychology......Page 95 Creativity and Memory in Contemporary Psychology......Page 97 Concluding Remarks......Page 100 References......Page 101 Part IIMarking Signs—Creating Ourselves:The Realities of Imagination......Page 104 6 Affective Semiosis: Philosophical Links to Cultural Psychology......Page 105 Peirce on Consciousness and Signs......Page 106 Turning to Affective Semiosis: On Thresholds of Sense......Page 109 Lessons from Langer......Page 112 What Is Constantly Upsetting the Balance?......Page 119 References......Page 120 7 The Self Rises Up from Lived Experiences: A Micro-Semiotic Analysis of the Unfolding of Trajectories of Experience When Performing Ethics......Page 123 Self, Agency, and Ethics......Page 124 Self-Consciousness Going to and fro Through the Looking Glass......Page 125 Semiotics of Experience......Page 127 Semiotic Mediation and Trajectories of Experience......Page 130 First Alterity: Reaction to Novelty in the Environment......Page 133 Second Alterity: Representation of Phenomena and Objects......Page 134 Third Alterities: Positioning......Page 137 Fourth Alterity: Actuation as a Semiotized Object and a Sign of the Self......Page 139 The Self and the Agent Navigating in the Landscape of Experiences......Page 141 References......Page 143 Imagination as Sociocultural Phenomena......Page 146 Studying Imagination: Observation, Introspection, and AutoEthnography......Page 147 Case Studies......Page 148 Projective Tests......Page 149 Dream Laboratory Studies......Page 150 Autoanalysis......Page 151 Autoethnography......Page 152 Everyday Life Enquiry......Page 153 Perspectives in Methodology......Page 154 Studying Imagination......Page 158 Studying Higher Mental Functions......Page 159 References......Page 160 9 What Imagination Can Teach Us About Higher Mental Functions......Page 165 The Orthodontics of Mind......Page 167 Imagination: Short History of a Concept......Page 170 The Partial Rehabilitation of Imagination......Page 172 Imagination as Simulation......Page 174 Imagination as Higher Mental Function......Page 175 Conclusions......Page 177 References......Page 179 10 Variety of Love: Multiverses in a Localism Aesthetic......Page 181 Care and Desire......Page 182 Contemporary Passionate Love......Page 183 Passionate Love and Fraternal Love......Page 184 Passionate Love as a Co-Construction of Weness......Page 185 Passionate Love: Reduction, Generalization, and Localism......Page 186 The Multiverses of Love and Ways of Coexistence......Page 188 Particularity and Multiverses......Page 189 Plenitude, Unicity, and Hypergeneralization in Passionate Love......Page 190 Weness in Time......Page 192 Temporality and Boundaries in the Love Encounter......Page 194 Passionate Love and Semiotic Generalization......Page 196 Embodied Passionate Love......Page 197 Passionate Love as an Aesthetic Experience: A Ceremony of Freedom and Determinism......Page 199 General Conclusions: Bhatki as a Recursive Hypergeneralization......Page 200 References......Page 202 Part IIIValues and Ways of Human Being......Page 206 11 Religion and Religiosity as Cultural Phenomena: From Ontological Reductionism to Acknowledgment of Plurality......Page 207 From `the' Psychology of Religion to Psychologies of Religions......Page 210 Progress in Psychological Thinking About Religion?......Page 212 The Plural Program in the Psychologies of Religions......Page 215 The Indispensable Contribution of Cultural Psychologies......Page 217 References......Page 220 12 Understanding Human Being Within the Framework of William Stern's Critical Personalism: Teleology, Holism, and Valuation......Page 223 Teleology......Page 224 Persons, Things, and the Goal-Directedness of Human Being......Page 225 Critical Personalism as Humanism......Page 227 Rogers on Personal Freedom......Page 228 On the Compatibility of Critical Personalism and Phenomenology......Page 230 Conclusion......Page 234 References......Page 235 Human Motivation from a Cultural Perspective......Page 238 The Mutual Construction of Cultural Practices and Semiotic Fields from a Developmental Dynamic System Approach......Page 240 Human Development from a Systemic Viewpoint......Page 241 Beyond Language and the Redefinition of Semiosis. The Fundamental Power of Affect, or Affectivity, Over Semiotic Processes......Page 242 Affective-Semiotic Regulation of Psychological Processes......Page 243 The Individual as a Complex Dynamic Developmental System: Dialogical Self-System......Page 244 Affective-Semiotic Fields as Primary Hypergeneralized Signs Lying at the Emergence of Values......Page 247 The Intricate Interplay Between Values, Ruptures, and DDS Development......Page 251 The Big Quest: Psychology, Values, and the Way Ahead......Page 253 References......Page 254 14 Obscuring Cannibalism in Civilization: Amerindian Psychology in Reading Today's Sociocultural Phenomena......Page 258 Author--Aesthetical Object--Cultural Field......Page 260 Friction Between Europeans and Peoples of Latin America......Page 262 Cannibalism and Philosophical Notions of Alterity......Page 263 Dialogical Understanding of the Jaguar Cibern00E9tico Tetralogy......Page 265 Final Thoughts......Page 274 Acknowledgments......Page 275 References......Page 276 15 Bridging Micro, Meso, and Macro Processes in Social Psychology......Page 277 Social Representation, Identity, and Action......Page 279 Symbols and Identity: The Islamic Veil and the Confederate Flag......Page 281 Human Rights and Duties......Page 285 References......Page 287 Part IVHuman Being as a Generalizing MeaningCreator......Page 289 16 On Abstraction, Generalization, and Theoretical Constructions......Page 290 References......Page 297 School Education, Meaning Construction, and Children's Selves......Page 298 The Self as Meaning Construction......Page 300 A Remaining Problem: Self as a Coincidental Bricolage?......Page 303 Everyday Environments as the Source of Otherness......Page 304 Otherness Appearing in Irreversible Time......Page 306 Conclusion......Page 307 References......Page 308 18 Exploring the Workings of the Psyche: Metatheoretical and Methodological Foundations......Page 309 The Transdisciplinary Philosophy-of-Science Paradigm for Research on Individuals (TPS-Paradigm)......Page 310 Three Metatheoretical Properties that Determine the Phenomena's Perceptibility by Individuals......Page 311 Different Kinds of Phenomena and Basic Principles of Phenomenon--Methodology Matching......Page 312 What Is the Psyche?......Page 313 Perceptibility by Individuals: Extroquestive Versus Introquestive Methods......Page 315 Differences to Introspection Versus Extrospection......Page 316 Psychophysics Relies on Extroquestion but not on Introquestion......Page 317 Differences to First-Person Versus Third-Person Perspective Methods......Page 318 Indirect Exploration of Psychical Phenomena Through Individuals' Behavioural and Semiotic Externalisations......Page 319 Behaviours---The Essential Bridge from the Individual's Psyche to His or Her External Surroundings......Page 320 Semiotic Representations: Composite Kinds of Phenomena That Are Both Internal and External to Individuals......Page 322 What to Externalise---Challenges to Be Considered......Page 324 When to Externalise---Temporal Requirements......Page 326 Where to Externalise---Requirements of Retrieval Situations......Page 327 Intersubjective Interpretation of Externalisations and Inferences to the Psychical Phenomena Under Study......Page 329 Summary......Page 330 References......Page 331 Part VCreating Future Horizons......Page 335 19 Psychological and Social Borders: Regulating Relationships......Page 336 Development as a Qualitative Structural Transformation of Borders......Page 337 Parts and Wholes......Page 338 Borders and Causal Explanation: The Catalytic Process......Page 341 References......Page 342 20 Education: The Process of Becoming......Page 345 Psychology, Sign, Self, and Agency......Page 346 Signs and Ways of Making Worlds......Page 348 A Cultural Psychology Perspective on Education......Page 349 Agency and Psychology......Page 350 Becoming a Human Being......Page 351 Educational Agency......Page 352 Final Considerations......Page 353 References......Page 354 Introduction: Narrative Psychology and the Meaning of Science......Page 356 The Beginning: Time, Narrative, and the Story of Development......Page 359 The Middle: Rewriting the Story of the Self......Page 362 The Ending (?): Poetic Science and Beyond......Page 366 Coda......Page 369 References......Page 370 Index......Page 372 This book brings together a group of scholars from around the world who view psychology as the science of human ways of being. Being refers to the process of existing - through construction of the human world ĺl here, rather than to an ontological state. This collection includes work that has the goal to establish the newly developed area of cultural psychology as the science of specifically human ways of existence. It comes as a next step after the ĺlbehaviorist turnĺl that has dominated psychology over most of the 20th century, and like its successor in the form of ĺlcognitivismĺl, kept psychology away from addressing issues of specifically human ways of relating with their worlds. Such linking takes place through intentional human actions: through the creation of complex tools for living, entertainment, and work. Human beings construct tools to make other tools. Human beings invent religious systems, notions of economic rationality and legal systems; they enter into aesthetic enjoyment of various aspects of life in art, music, and literature; they have the capability of inventing national identities that can be summoned to legitimate oneĺls killing of oneĺls neighbors, or being killed oneself. The contributions to this volume focus on the central goal of demonstrating that psychology as a science needs to start from the phenomena of higher psychological functions, and then look at how their lower counterparts are re-organized from above. That kind of investigation is inevitably interdisciplinary - it links psychology with anthropology, philosophy, sociology, history, and developmental biology. Various contributions to this volume are based on the work of Lev Vygotsky, George Herbert Mead, Henri Bergson, and on traditions of Ganzheitspsychologie and Gestalt psychology. Psychology as the Science of Human Being is a valuable resource to psychologists, sociologists, philosophers, biologists, and anthropologists alike