Re-Inventing Organic Metaphors for the Social Sciences (Theory and History in the Human and Social Sciences)

The “ Re-Inventing Organic Metaphors for the Social Sciences ” is a volume with the specific goal: to challenge psychological understandings by connecting psychological approaches with multidimensional perspectives of various other scientific streams, meanwhile imbedding the generated knowledge in metaphors that allows researchers to follow phenomena into a deeper and more (w)holistic understanding of its appearance. This is particularly important when the humankind faces challenges due to systemic biological changes, as the phenomenological dynamics bonded to those challenges can be conserved in appropriated context. For this purpose, the organic metaphors are introduced. A tool that has central advantage over mechanical metaphors as it can capture the complex and open-systemic nature of biological, psychological, and social phenomena. For example―the widely used notion “mind as a computer” may be more productively replaced by “mind as a membrane”―with implications (e.g. focus on borders in-between, or in systems in themselves- exosystemic realities in our world). There are many other fertile opportunities not yet explored in the realms of psychology and other sciences. Furthermore, the contributors operated also as cross-reviewers for each other’s. In this occasion a new dimension, in chapter construction, will be introduced. Beside the traditional reviewing of another paper the reviewer has been asked to add a small list of extending questions toward the reviewed paper. These added questions have been introduced as potential questions that the authors were demanded to add into a final sub-chapter of their contribution. The subchapter has been titled as “Dialogue” (the author was free to select between the questions and ideas on those they believe could inhabit an especially worth for the future readers). Preface Why Organic? Theoretical Understanding of Developing Systems References Acknowledgments Contents Contributors Prelude: Psychology in Metamorphosis From Allegories to Metaphors Organic Metaphors: Emergence and Disappearance Organic Metaphors: Extending into an Irreversible Time-Including Field Kurt Lewin’s Attempt at Creating a Psychological Field Theory Engström: The Pioneer of Organic Metaphors Organic Metaphors: Being More Than “Green” Organic Metaphors as Mediators Between Scientific Fields Relation Between Art and Science Extensions in Psychology In Dialogue: Introducing a Chapter Extension References Part I: Lebensbaum Time as an Organic Metaphor Introduction Merging Borders of Two Seemingly Distant Sciences The Perception of Time Over Time Time as a Liminal Structure Within the Human Mind Beal’s Conjecture as a Theoretical Model for Cultural Psychology Striving Towards the Unknown – A Future Oriented Guess Revisiting the Past and Discussing the Openness of the Future Dialogue Sequence References The Regeneration of the Space of Landscape: Where Experiencing Is Fundamentally Sustained Introduction Lived Space From a Tableau Projection and Composition Space of Landscape Changing Quality of Spatial Experience The Space of Memory A Vignette Intimate Unknown In-between; Aida(間) Dynamic Relationship Between Unknown and Intimacy Meaning of Coincidence Recovery of Storytelling Narrative Mode of Thinking Space Opened by Narrative Concluding Remark Dialogue References OH— Guovssahas Above My Meadow: Introducing the Gestalt Explosion as the Core Factor of Meaning Generation The Polar Lights The Polar Lights in Our Mind The Orchestra of Gestalts Explosions? Gestalt Explosion in Game Playing “The Beautiful Dress”-Results From a Perspective to the Observer Dynamics of Sign Gestalts: Explosion and Extinction General Conclusion Dialogues to Follow Up the Chapter References Part II: Lebensbaum Everything Is Bound to Transform: On Knowledge’s Flow Introduction Lifelong Learning Learning Can Only be Lifelong The Conservation of Knowledge The Limitation of Experiencing Transgenerational Transmission of Knowledge Lifelong Learning and Identity Examples of the Interconnectivity of Learning and Nurturing the Self The Flow of Lifelong Learning The Cycle of Water: A Metaphor for Learning The States of Knowledge and How Learning Shapes Knowledge Watering the Identification Meadow Conclusion Dialogue: Everything Is Up for Transformation. About the Flow of Knowledge Reply to Morioka (I.) by Campill: Reply to Morioka (II.) by Campill: References Allegory Analysis: A Methodological Framework for a Tool for Psychology Why Analyze Allegories To Understand Our Feelings? An Introduction to the Allegory Analysis Method The Theorists Who Laid the Foundation for AA Haverkamp Valsiner Lacan Kurz and Blumenberg Lakoff and Johnson Summary: The Seven Central Assumptions AA in the Context of Psychotherapy The Method The Four Steps of AA 1. Step 2. Step 3. Step 4. Step Some Answers and More Questions A Critical Reflection of the AA Conclusion Dialogue Sequence References The Knot and the Psyche: A Study on the Dynamism of the Psyche by Means of the Knotting Praxis Introduction The Knot in Mythology and Symbolism: Stories and Symbols with a Complex Meaning Knots, Chains, and Braids in Topological Geometry, Biology, and Physics The Semiotic Mediation of the Knot as a Tool for Human Thought and Action: A Cultural Psychology Perspective Psychoanalysis and the Knots Conclusions: Natura Naturata and Natura Naturans of the Knot References Exploring the “Garden Metaphor”: An Inter-Modal Autoethnography Introduction Metaphors as a Theoretical Tool: Why Organic Metaphor? Autoethnographic Inter-Modal Exploration: Toward Understanding Hyper-Generalised Affective Field The Possibility of Inter-Modal TAE Steps: Understanding the Hyper-Generalised Affective Field Autoethnography Relating TAE Steps and IMPreC IMPreC TAE Steps Experiencing Inter-Modal TAE Steps as a Method of IMPreC: Possibility of Extension The Garden as a Theme Autoethnography of the Garden Dipping Using Photographs (as in Step 6, Part 1) Step 1 Step 2 Steps 3–4 Step 5 Inter-Modal Exploration (After Step 5) Explanation of the Painting Steps 6–7 Step 8 Step 9 Inter-Modal Exploration Explanation of the Painting Conclusion Dialogue: Organic Metaphors Start With our Daily Experiences Keywords The Subjective-Cultural-Holistic Metaphor Approach Organic Metaphors and Autoethnography References References The Role of Metaphors in Model-Building Within the Sciences of Meaning Introduction The Semiotics of Meaning From Semantics to Semiotics Rethinking Meaning in Biosemiotics The Sciences of Meaning Desiderata of the Sciences of Meaning Explanations and Model Building in the Sciences of Meaning Metaphors in Interdisciplinary Humanities Is Code a Metaphor? Language Metaphors at the Intersection of Biology and the Humanities A Mixed Bag of Metaphors Dialogue References Part III: Lebewesen Ice Cream: An Exploration of Outsiders by Parasitological Insights Introduction Extending Hermans’ I-Position Emerging of a Scream The Metaphor of Interest: Parasite as a Helper The Phenomenon of Interest Dialogue and Misunderstandings, a New Generation and its Pop-Up Cultures The Echo of Intolerance: Forms of Isolation Hermits Mountain Guides Flow (or in Sport Also Known as the Zone) Phenomena, Parasites, and the I-Scream Conclusion: Another Kind of Parasite Dialogue: Researcher and Parasites Observation of a Co-researcher (1) Observation in Co-Contributing Researchers Work (2) Extending Thoughts to the I-Scream and Ice Cream Pun References Biocenosis of the Self: The Dynamic of Relationships Prelude Open Systems and Their Interrelatedness The Monoculture The Monoculture and its Absence of Relationships Why Did we Start with Monocultures? The Forest as Monocultural–Polycultural System The Proculturation of the Self The Role of Cultural Psychology: An Example On the Way Toward the Symphony of the Self The Pluralistic Self in Therapy The Pluralistic Self in the Working Environment Discussion Dialogue References The Story of Isepal – A Case Study Allegory Analysis Case Presentation: Why Isepal? Content of the Sessions Session #1: 02.11.21 Session #2: 15.11.21 Session #3: 11/24–21 Session #4: 11/29–21 Session #5: 08.12.21 Session #6: 12/15/21 Session #7: 12/20/21 Session #8: 10.01.22 Allegory-Poem Analysis General Conclusions for the Case Isepal’s Inner Child and Inner Adult Isepal’s Psychodynamic Isepal in Treatment Isepal’s Coping Strategy Isepal’s Debriefing Isepal’s Ambivalence Session #1: 02.11.21 Session #2: 11/15–21 Session #3: 11/24–21 Session #4: 11/29/21 Session #5: 08.12.21 Session #6: 12/15–21 Session #7: 12/20–21 Session #8: 10.01.22 Limits, Critics, and Outlooks General Conclusions Dialogue Sequence References Dialogue: How to Use the Wasted Potential of Thoughts and Efforts Conditions for a Dialogue Feelings and Thoughts The Need for Dialogue Exploration of Dialogue Options in the Volume Lebensbaum: The Exploration of the Dialogue in Time and Space Why Is the Dialogue So Important? Concluding Notion of Dialogue References Conclusion, Reinventing Organic Metaphors: Following Innovation into the Wasteland Thoughts from the Author The Wasteland Exploration of the Volume: Reinventing Organic Metaphors How to Manage Time and Space Believes and Behaviours: Empowered in Organic Extensions Converting Meaning: What Animals Can Learn from Another Final Conclusion References Index "The Re-Inventing Organic Metaphors for the Social Sciences is a volume with the specific goal: to challenge psychological understandings by connecting psychological approaches with multidimensional perspectives of various other scientific streams, meanwhile imbedding the generated knowledge in metaphors that allows researchers to follow phenomena into a deeper and more (w)holistic understanding of its appearance. This is particularly important when the humankind faces challenges due to systemic biological changes, as the phenomenological dynamics bonded to those challenges can be conserved in appropriated context. For this purpose, the organic metaphors are introduced. A tool that has central advantage over mechanical metaphors as it can capture the complex and open-systemic nature of biological, psychological, and social phenomena. For examplethe widely used notion mind as a computer may be more productively replaced by mind as a membranewith implications (e.g. focus on borders in-between, or in systems in themselves- exosystemic realities in our world). There are many other fertile opportunities not yet explored in the realms of psychology and other sciences. Furthermore, the contributors operated also as cross-reviewers for each others. In this occasion a new dimension, in chapter construction, will be introduced. Beside the traditional reviewing of another paper the reviewer has been asked to add a small list of extending questions toward the reviewed paper. These added questions have been introduced as potential questions that the authors were demanded to add into a final sub-chapter of their contribution. The subchapter has been titled as Dialogue (the author was free to select between the questions and ideas on those they believe could inhabit an especially worth for the future readers)." Back cover