Interactionism

Suspendus aux lèvres d’un conteur, incapables d’interrompre la lecture d’un roman, captivés par un film haletant, nous faisons tous l’expérience quotidienne de ce plaisir apparemment paradoxal que nous tirons de notre insatisfaction provisoire face à un récit inachevé. Bien qu’une mode esthétique et théorique ait tenté de nous convaincre que ce plaisir était honteux, on peut néanmoins avoir l’intuition que le cœur vivant de la narrativité réside précisément dans ce nœud coulant, toujours plus serré à mesure que nous progressons dans l’histoire, qui nous attache à l’intrigue et creuse la temporalité par l’attente impatiente d’un dénouement. Si le récit a quelque chose à voir avec la manière dont nous éprouvons le temps, cette expérience n’apparaît jamais avec autant d’éclat que dans le suspense, la curiosité ou la surprise qui font la force des intrigues fictionnelles. La compréhension des fonctions narratives engage donc non seulement l’analyse littéraire, linguistique et sémiotique, mais aussi l’analyse cognitive et la psychologie des émotions.

Substance-dualist interactionism faces two sorts of challenge. One is empirical, involving the alleged incompatibility between interactionism and the supposed closure of the physical world. Although widely considered successful, this challenge gives no reason for preferring materialism to dualism. The other sort of challenge holds that interactionism is conceptually impossible. The historically influential version of the conceptual challenge is now discredited, but recent discussions by Chomsky and by Crane and Mellor suggest a new version. In brief, the argument is that anything that interacts causally with physical things would have to be sanctioned by physics, and anything sanctioned by physics is ipso facto (as a matter of conceptual necessity) physical. I focus on the second premise. I show that plausible arguments for it are in fact fallacious and that counterexamples undermine it. Thus the argument fails: substance-dualist interactionism cannot be ruled out on conceptual grounds alone.

Résumé :
Ce second cahier de recherche, d’une série de deux (le premier s’intitulant : « La notion de travail relationnel dans cinq champs disciplinaires : notes analytiques de lecture », Farinas, 2018 c), expose des tendances qui m’apparaissent importantes dans les efforts explicites de conceptualisation de la notion de travail relationnel dans cinq champs scientifiques. Ce cahier regroupe deux grandes sections. Dans un premier temps, j’explore la fréquence d’usage de cette notion de travail relationnel dans cinq champs à partir de 25 revues entre 2000 et 2018 (sections 1.0 et 1.1). Cette exploration de l’usage fournit un point de départ et une mise en contexte pour des tendances repérées dans le premier cahier de recherche (Farinas, 2018 c). Dans la deuxième section, j’y explore ces tendances en les décrivant à l’aide de tableaux (sections 2.0, 2.1 et 2.2). Puis, j’en tire des auteurs transversaux et des courants de pensée (section 2.3), des facettes du travail relationnel (section 2.4), des éléments de la nature variée du travail relationnel (section 2.5) et de ses impacts (section 2.6).
Abstract :
This research paper, second in a series of two (the first entitled : “The notion of relational work in five fields: analytical reading notes”, Farinas, 2018 c), presents trends that seem important, in my view, in the quest to explicitly conceptualize relational work in five fields of research. This paper is divided into two parts. With the first part, I explore the frequency of use of this notion of relational work in five fields from 25 journals between 2000 and 2018 (sections 1.0 and 1.1). This exploration of use provides a starting point and context for trends identified in the first research paper (Farinas, 2018 c). In the second part, I explore some of these trends by first describing them using tables (sections 2.0, 2.1 and 2.2). Then, I identify cross-sectional authors and, what seems to me, fundamental schools of thought (section 2.3), facets of relational work (section 2.4), elements of the varied nature of relational work (section 2.5) and its impacts (section 2.6).

In this essay, I argue that the Causal Closure Argument is not devastating to dualism for the simple reason that the Causal Closure Principle may not be true. At the very least I hope to prove that the steadfast commitment to it by the majority of philosophers and scientists is unjustified (section 1). I will then defend interactionism from the other arguments that are frequently thrown at it (section 2).

Qualitative research provides opportunities to study bullying and peer harassment as social processes, interactions and meaning-making in the everyday context of particular settings. It offers the possibility of developing a deep understanding of the culture and group processes of bullying and the participants’ perspectives on peer harassment as well. It gives participants opportunities to discuss their own understanding and experiences of bullying in their own words. This article reviews qualitative studies on bullying or peer harassment in school (including some studies in which qualitative and quantitative methods — so-called mixed methods — have been used).

George Herbert Mead's symbolic interactionalism provides a social behaviorist theory of the origin of role-playing. Being a perspective which stresses the inherent theatricality of human interaction and of the human mind, it is therefore, in an indirect way, a theory of the psychosocial roots of drama. Where we find the origin of language, and the origin of the human self, there we find, as well, the origin of drama. Besides, Mead's concept of self-interaction resulting from internalized interaction is crucial for an adequate understanding of the generative process which gives rise to the complexity of the human mind.

Keywords: George Herbert Mead, Dramatism, Social Psychology, Mind, Role-Playing, Internalization, Interactionism, Social Behaviorism, Drama, Self

This article has two aims. First, we review the person-situation debate and what we believe to be its central issues. We propose that one of the most central issues in the debate was consistency, and argue that recognizing different conceptions of consistency is essential for a resolution to the debate. Second, we describe a synthesis resolution that incorporates different types of consistency and takes into account the important contributions of both the trait and social-cognitive approaches to personality. We note several current lines of research following from the synthesis, several of which are represented in the current special issue.

Andy Blunden presents a critical review of theories of Concepts in cognitive psychology, analytical philosophy, linguistics, conceptual change theory and other disciplines. The material convered has led many to abandon the idea of Concepts altogether, particularly those taking an interactionist approach. Blunden responds with an historical review focussing on the idealist philosophy of Hegel, its reception and transformation in the development of positive science and finally the cultural psychology of Lev Vygotsky. Blunden then proposes a approach to Concepts which draws on Activity Theory. Concepts are equally subjective and objective, units of consciousness and of the cultural formation of which one is a part. This continues Blunden's earlier work in "An Interdisaciplinary Theory of Activity" (Brill 2010).

In this paper we are planning to put at work the symbolic interactionism theory through a practical application of it. The topic choses in represented by the activity of having lunch at the work place. The research strategy chosen to explore the social process of food consumption is participant observation as it represents “the pivotal strategy of interactionism” (Rock, 1979).  This will allow us to both observe and participate to the activity of having lunch. In order for the application to be as pragmatic as possible a fieldwork in a pre-defined environment, which in our case will be a corporation, will be required. The chosen environment represents in the same time my workplace. This position will not only allow me to actively observe the different roles food may take in social interaction among my co-workers, by will also provide me with a context where I am able to actively participate to the process therefore put myself in the participant’s position.

"Lords Ask, Peasants Answer," in Russian translation: Istorija i antropologija: meždisciplinarnye issledovanija na rubeže XX – XXI vekov, Michael Krom, David Sabean, Gadi Algazi, eds. [History & Anthropology] (St. Petersburg: Alettejja, 2006), pp. 70–110сборник / Европейский университет в Санкт-Петербурге, Институт истории общества им. Макса Планка ; Общ. ред. М. М. Кром, Д. Сэбиан, Г. Альгази. - СПб. : Алетейя : Европейский Университет в Санкт-Петербурге

El objetivo de este trabajo es presentar una aproximación teórica a la consigna escolar, pensada como recurso didáctico en el aula. Pese a la brevedad de las consignas, se ha postulado su carácter de texto (Giammateo, Albano y Basualdo, 2005) y, por tanto, la posibilidad de abordarlo como objeto de análisis. Trataremos de indagar en algunas particularidades que caracterizan este tipo textual.

The aim of this study was to investigate how individuals;who had been victims of school bullying;perceived their bullying experiences and how these had affected them;and to generate a grounded theory of being a victim of bullying at school. Twenty-one individuals;who all had prior experiences of being bullied in school for more than one year;were interviewed. Qualitative analysis of data was performed by methods from grounded theory. The research identified a basic process of victimising in school bullying;which consisted of four phases: (a) initial attacks;(b) double victimising;(c) bullying exit and (d) after-effects of bullying. Double victimising refers to a process in which there was an interplay between external victimising and internal victimising. Acts of harassment were repeatedly directed at the victims from their social environment at school – a social process that constructed and repeatedly confirmed their victim role in the class or the group. This external victimising affected the victims and initiated an internal victimising;which meant that they internalised the socially constructed victim-image and acted upon this image;which in turn often supported the bullies’ agenda and confirmed the socially constructed victim-image. The findings also indicate the possible positive effect of changing the social environment.

The aim with the present study was to investigate bystander actions in bullying situations as well as reasons behind these actions as they are articulated by Swedish students from fourth to seventh grade. Forty-three semi-structured individual interviews were conducted with students. Qualitative analysis of data was performed by methods from grounded theory. The analysis of the student voices of being a bystander in bullying reveals a complexity in which different definition-of-situation processes are evoked (a) relations (friends and social hierarchy), (b) defining seriousness, (c) victim’s contribution to the situation, (d) social roles and intervention responsibilities, and (e) distressing emotions. There are often conflicted motives in how to act as a bystander, which could evoke moral distress among the students. Our analysis is unique in that it introduces the concept of moral distress as a process that has to be considered in order to better understand bystander actions among children The findings also indicate bystander reactions that could be associated with moral disengagement, such as not perceiving a moral obligation to intervene if the victim is defined as a non-friend (‘none of my business’), protecting the friendship with the bully, and blaming the victim.

The problem of consciousness, as I present it here, is the problem of reconciling our understanding of consciousness with (i) the evidence for phenomenal transparency and (ii) the evidence that the physical world is causally closed. We might hope that idealism will do this. For idealism is just as hospitable to phenomenal transparency as dualism. And there is a sense in which idealism posits no physical world to be causally closed in the first place. But I argue that idealism has no advantage over dualism and physicalism in the face of this problem. In approaching this issue I also make some taxonomical suggestions that help clarify the options left open by the causal closure argument against dualism. I would urge these on theorists dealing with that argument generally, not just those interested in idealism.

Abstract

The CELTA course (Cambridge English) offers a receptive skills framework that integrates reading strategies with productive skills, including both speaking and writing (Masduqi, 2008). The framework’s focus on using authentic texts is what drives learners to use whole language from English discourse to develop their own use of genre-appropriate English.  The following example activity from USA Today (Gannet) article about “stay at home dads” will push learners to consider social, economic, and cultural aspects of American culture in a specific context.  An actual lesson plan will go through the stages of receptive skills framework, from orientation to task, blocking lexis, and reading strategies for specific items by skimming for main idea, scanning for details, reading for deeper understanding, and making inferences. Finally, an extension activity to revisit attitudes about fathers in this role is led by students. Interaction at each task is what Nunan (2014) describes as a negotiation for meaning that is supported by an interactionist perspective. A focus on forms (through orientation of new lexis) balances this framework as an example of a lesson rooted in communicative language teaching (CLT) pedagogy.

Chapter 3 of the book Arievitch, I. M. (2017). "Beyond the Brain: An Agentive Activity Perspective on Mind, Development, and Learning". Rotterdam/Boston: Sense Publishers.
The book outlines a fundamental alternative to the rising wave of aggressive biological reductionism and brainism in contemporary psychology and education. It offers steps to achieving a daunting and elusive goal: constructing a coherently non-reductionist account of the mind. The main obstacle to such a construction is identified as the centuries-old contemplative fallacy that leads to entrenched dualisms and shackles major theoretical frameworks. The alternative agentive activity perspective overcomes this fallacy by advancing the core principles of the cultural-historical activity theory. This innovative perspective charts a consistently non-mentalist and non-individualist view of psychological processes without discarding the individual mind. A vast body of research and theories, from Piaget and Dewey to sociocultural and embodied cognition approaches are critically engaged, with a special focus on Piotr Galperin’s contribution. The notion of the embodied agent’s object-directed activity serves as a pivotal point for re-conceptualizing the mind and its role in behavior. In a radical departure from both the traditional mentalist and biologically reductionist frameworks, psychological processes are understood as taking place “beyond the brain” – as constituted by the agent’s activities in the world.  From this standpoint, many of Vygotsky’s key insights, including semiotic mediation, internalization, and cognitive tools are given a fresh scrutiny and substantially revised. The agentive activity perspective opens ways to offer a bold vision for education: developmental teaching and learning built on the premise that real knowledge is not “information storage and retrieval” and that education is not about “knowledge transmission” but instead it is about developing students’ minds.
Publisher’s product page with Table of Contents and free preview of Chapter 1 (Introduction): https://www.sensepublishers.com/catalogs/bookseries/bold-visions-in-educational-research/beyond-the-brain/

There is a widespread idea that in grounded theory (GT) research, the researcher has to delay the literature review until the end of the analysis to avoid contamination – a dictum that might turn educational researchers away from GT. Nevertheless, in this article the author (a) problematizes the dictum of delaying a literature review in classic grounded theory, (b) presents arguments for using extant literature in the substantive field within a constructivist grounded theory, and (c) suggests data sensitizing principles in using literature, which are: theoretical agnosticism, theoretical pluralism, theoretical sampling of literature, staying grounded, theoretical playfulness, memoing extant knowledge associations, and constant reflexivity.

Kosovar students in Greece provide an interesting diplomatic link between the two countries and a potentially vibrant source of information about bilateral issues relating to culture, identity and attitudes. Investigating their lived experience within contemporary Greek society promises to provide insight into the discursive field of mutual perceptions with a view on starting a conversation about whether and how existing stereotypes could be challenged and transformed.
Along this line of thoughts, the aim of this paper is, (1) to explore what the chances and avenues of overcoming prejudicial perceptions on each side are; and (2) to investigate the potential of young Kosovars to serve as arbitrators of positive change for their country inside and outside of Kosovo.

I intend to try to say something about category mistakes by considering a theory of metaphor. In this I follow precedent (Magidor 2013, 2017). The focus will be on John Searle’s (1979a) paper on metaphor. However, there will be an important section that focuses on Searle’s theory of social reality (Searle 1995). Three major conclusions lie in wait. The first says category mistakes are meaningless. The second says category mistakes are to be identified with the things we do with sentences. The third says metaphorical utterances and category mistakes do not co-occur. The paper has six sections introducing Searle’s ideas and each ends by considering how they impact on category mistakes.

This paper explores the perspectives of research participants who use painkillers for reasons other than medically instructed. The paper explores three categories of users; the first, ‘aberrant users’ are those for whom non-medical use is regarded as occasional or infrequent, usually to deal with a stressful situation or get a good night's sleep; the second, ‘recreational users’ are those who take painkillers for enjoyment, to get 'high'; lastly, ‘dependent users’ refers to participants who identified as being addicted to painkillers. The paper will analyse some of the experiences of participants who identified as aberrant, recreational, or dependent non-medical users in light of the discursive frameworks which inform such subject positions. Both medical and popular discourses surrounding the imperative for and normalization of painkillers are explored. In particular, the paper seeks to unpack the ways in which interviewees utilize medical and popular discourses to narrativize either the legitimacy or criminality of their own use. An in-depth assessment of the diverse perspectives spanning the spectrum of legitimacy through to criminality, and the ways in which they intersect with wider medical and social discourses, will be the focus of the paper.

This article in Spanish examines the background, implications and merit of epiphenonalism. The authors systematically present an analytical argument against epiphenomenalism, the argument of the justification of the assertion of the existence of consciousness. It is shown that whereas epiphenomenalists claim to know that consciousness exists, they implicitly deny the possibility of knowing consciousness, since (according to their position) consciousness cannot have any influence on our knowledge. Similarly, the authors examine and reject the position of parallellism. Parallellism implicitly states it knows of the existence of an unknowable physical world. Consequences are mentioned for philosophy and empirical science.

Chapter 5 of the book Arievitch, I. M. (2017). "Beyond the Brain: An Agentive Activity Perspective on Mind, Development, and Learning". Rotterdam/Boston: Sense Publishers.
The book outlines a fundamental alternative to the rising wave of aggressive biological reductionism and brainism in contemporary psychology and education. It offers steps to achieving a daunting and elusive goal: constructing a coherently non-reductionist account of the mind. The main obstacle to such a construction is identified as the centuries-old contemplative fallacy that leads to entrenched dualisms and shackles major theoretical frameworks. The alternative agentive activity perspective overcomes this fallacy by advancing the core principles of the cultural-historical activity theory. This innovative perspective charts a consistently non-mentalist and non-individualist view of psychological processes without discarding the individual mind. A vast body of research and theories, from Piaget and Dewey to sociocultural and embodied cognition approaches are critically engaged, with a special focus on Piotr Galperin’s contribution. The notion of the embodied agent’s object-directed activity serves as a pivotal point for re-conceptualizing the mind and its role in behavior. In a radical departure from both the traditional mentalist and biologically reductionist frameworks, psychological processes are understood as taking place “beyond the brain” – as constituted by the agent’s activities in the world.  From this standpoint, many of Vygotsky’s key insights, including semiotic mediation, internalization, and cognitive tools are given a fresh scrutiny and substantially revised. The agentive activity perspective opens ways to offer a bold vision for education: developmental teaching and learning built on the premise that real knowledge is not “information storage and retrieval” and that education is not about “knowledge transmission” but instead it is about developing students’ minds.
Publisher’s product page with Table of Contents and free preview of Chapter 1 (Introduction): https://www.sensepublishers.com/catalogs/bookseries/bold-visions-in-educational-research/beyond-the-brain/

Spanish Abstract: Las actuales concepciones de la psicología sobre la interiorización de la interacción deben algo, o mucho, a Sigmund Freud. Hay precedentes muy notables, como Nietzsche, que formulan la constitución del sujeto mediante la interiorización, pero la teoría de Freud sobre la complejidad de la mente se basa en gran medida en la interiorización.
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English Abstract: The concept of 'the interiorization of interaction' in contemporary psychology is much indebted to Sigmund Freud. There are notable precedents, like Nietzsche, who formulate a theory of the constitution of the subject through interiorization, but Freud's theory of the complexity of mind is largely based on the notion of interiorization.

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Note: Downloadable document is in Spanish.
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Keywords: Psychology, Subject, Mind, Interiorization, Interaction, Interactionism, Development

Le cours vidéo sur YouTube :
https://youtu.be/LUbf1bNmzA4

3. Sémiotique : Concepts et applications en sociologie
3.1. Sémiotique et pragmatique
3.2. Karl Bühler : le signe langagier dans l’interlocution
3.2.1. L’ Organon Modell
3.2.2. Fonctions du langage et prétentions à la validité
3.2.3. Symbole, symptôme, signal : trois aspects du signe dans la communication
3.2.4. Les fonctions du langage, entre simultanéité et pertinence
3.2.5. Une théorie sémiotique du langage accorde un primat à la réception
3.3. Charles Sanders Peirce : les textures de la signification
3.3.1. La structure triadique du signe
3.3.2. Les trois catégories fondamentales
3.3.3. Triade du signe dans son rapport à l’objet
3.3.4. Triade du signe dans son rapport à l’interprétant
3.3.5. Triades de l’interprétant

Le cours "Signes, Sons, Images : Méthodes d'analyse en sociologie" (LSOC2083) est un cours conçu et réalisé par Mathieu Berger et initié en 2019-2020 dans le cadre du Master en sociologie de l'UCLouvain (Faculté ESPO / Ecole PSAD). Ce cours de 15h, qui a une visée d'apprentissage pratique de méthodes d'analyse, devait être mené sous la forme d'ateliers lors de deux journées continues (18 et 20 mars 2020). Etant donné la situation de crise autour du coronavirus et le basculement en mode virtuel des enseignements de l'UCLouvain, le cours prendra la forme de 5 vidéos de 90 à 120 minutes complétées par des exercices et un travail personnel à remettre par les étudiants pour le premier jour de la session d'examens de juin. Les étudiants de l'UCLouvain qui suivent ce cours trouveront l'ensemble des documents utiles sur la page Moodle de ce cours : https://moodleucl.uclouvain.be

Most of the free will debate operates under the assumption that classic determinism and indeterminism are the
only metaphysical options available. Through an analysis of Dennett’s view of free will as gradually evolving
this article attempts to point to emergentist, interactivist and temporal metaphysical options, which have
been left largely unexplored by contemporary theorists. Whereas, Dennett himself holds that “the kind of
free will worth wanting” is compatible with classic determinism, I propose that his models of determinism fit
poorly with his evolutionary theory and naturalist commitments. In particular, his so-called “intuition pumps”
seem to rely on the assumption that reality will have a compositional bottom layer where appearance and
reality coincide. I argue that instead of positing this and other “unexplained explainers” we should allow for
the heretical possibility that there might not be any absolute bottom, smallest substances or universal laws, but
relational interactions all the way down. Through the details of Dennett’s own account of the importance of
horizontal transmission in evolution and the causal efficacy of epistemically limited but complex layered “selves,”
it is argued that our autonomy is linked to the ability to affect reality by controlling appearances.

All reasonable attempts were made to locate the owners of the illustrations published in this book. If you believe you may be one of them, please contact Temple University Press, antl the publisher wîll include appropriate acknowledgment in subsequent editions of the book.

Philosophers continue to debate the metaphysics of the mind, dividing over even such fundamental questions as whether the mind is physical, and if so, in what sense is it physical? Does it causally interact with the body? If so, how? The view that a substantial, non-physical mind causally interacts with a physical body is called “Interactionism”. “The Interaction Problem” heads a class of objections to Interactionism that take aim at the nature of the relationship between mind and body on the Interactionist account. The most general objection is that Interactionism lacks a fully-explicated mechanism of mental causation. However arguments that a phenomenon such as interaction occurs need not explain how the phenomenon works in order to be successful. A more forceful objection is that any interaction between a physical and a non-physical substance would violate the Law of Conservation of Energy, a fundamental tenant of physics. However the laws of physics, even if properly described by scientists, are not true by necessity and therefore may not be universal, our current understanding of physics is provisional anyway, and mind-body interaction can be modeled to be consistent with the Law of Conservation of Energy. I propose two models: Discrete Spatial Transitioning, which posits mental control of the locations of physical components, and Physically Underdetermined Routing, which posits mental control of the behaviors of physical components.

Ensag -Cresson/NoSoPhi) L'interaction apparaît comme un curieux animal dans le bestiaire des sociologues, un animal à la marge que l'on a bien du mal à classer dans les grandes espèces connues et dont on se demande, somme toute, s'il est bien intéressant à exhiber au public. Si le sociologue étudiant les classes sociales, les relations de travail ou encore l'endogamie matrimoniale jouit d'une pleine légitimité, celui qui consacre ses journées à l'analyse des salutations, des déambulations des piétons dans les artères citadines et des jeux de mots des serveurs aux terrasses des cafés, risque fort de passer pour un aimable dilettante, proposant, certes, des analyses savoureuses mais dénuées de véritables enjeux. Trop anecdotiques, pas assez systématiques, tels sont les reproches souvent adressés à l'encontre des recherches menées en microsociologie suivant l'appellation consacrée pour désigner l'étude de ces miettes de la vie sociale. Pourtant, prendre au sérieux l'interaction comme un authentique objet sociologique, comme une réalité sociale consistante nécessitant une méthode d'investigation originale, s'avère un risque qui vaut la peine d'être couru. Pourquoi ?

Dans les métropoles des pays industrialisés, même dans celles déjà marquées par une histoire d’immigration ancienne, on retrouve de plus en plus de langues, de religions et de nationalités. S’il est vrai que nous sommes entrés dans l’ère de la «super-diversité» (Vertovec 2007), il est également vrai que les majorités et les groupes minoritaires vivent de plus en plus des «vies parallèles» (Cantle 2005). Dans les métropoles de la migration, nous observons de nouvelles formes d’inégalité économique et sociale (Bauman 1989; Chicha et Charest 2012; Eid et Labelle 2013) et selon Nate Silver (2015), les villes les plus diversifiées sont également celles qui montrent le plus de ségrégation. Cette «diversification de la diversité» ébranle les assises politiques et morales des sociétés d’accueil et exige de tenir compte de la cohabitation potentiellement conflictuelle des différentes visions du monde et des pratiques relationnelles en milieu urbain. Elle appelle à renouveler la notion de «Cité» non seulement comme espace public, mais aussi comme espace de rencontre non dénué de tensions (Maalouf 1998). Dans ce sens, l’étude de ces dynamiques à l’échelle urbaine appelle à renouveler la notion d’«interculturel», un terme qui est à la source de plusieurs malaises et controverses (Emongo et White 2014), mais dont la nouvelle Cité ne peut pas faire l’économie.

There are two kinds of mind-body dualism: epiphenomenalism and interactionism. The difference is concerned with the thesis that physical reality is causally closed: if any non-physical things or properties exist, they cannot influence the course of physical events. The causal closure thesis is often appealed to by materialists, and some dualists agree − they are epiphenomenalists. Conversely, interactionists contend that 1) there is no weighty reason why the non-physical cannot influence the physical and that 2) the mind is non-physical, and it interacts with (influences and is influenced by) physical processes in the brain. So, is the thesis about the causal closure of the physical tenable?

In both personality psychology and social psychology there is a trajectory of theory and research that has its roots in Gestalt psychology and interactionism. This work is outlined in this paper along with an exploration of the hitherto neglected points of connection it offers these two fields. In personality psychology the focus is on dynamic interactionism and in social psychology, mainly through social identity theory and self-categorization theory, it is on the interaction between the individual ('I') and group ('we') and how the environment (that includes the perceiver) is given meaning. What emerges is an understanding of the person and behaviour that is more integrated, dynamic and situated. The aim of the paper is to stimulate new lines of theory and research consistent with this view of the person.

This paper, inspired by Goffman’s “presentation of self” and the way we appear to others, provides a framework for the methodological question of how to approach the analysis of life stories. Adopting an interactionist perspective, this analytical framework allows for the organization of co-constructed meaning of life stories, taking into account temporal and memory dimensions while also considering the identity aspect that these stories convey. The paper shows an interpretative approach, conducive to the analysis of life stories collected during some research focused on documenting how biology teachers approach issues involving living things. This was based on college biology teachers (in Québec) and lycée biology teachers (in France).

À la question d’ordre méthodologique du comment aborder l’analyse des récits de vie, cet article fournit un cadre qui s’inspire de la « présentation de soi » et de l’« entrée en scène » de Goffman. Selon une perspective interactionniste, ce cadre analytique permet l’organisation du sens co-construit des récits en tenant compte de leurs dimensions temporelles et mnésiques tout en considérant l’aspect identitaire qu’ils véhiculent. L’article illustre une démarche interprétative permettant une entrée analytique des récits de vie réalisée dans une recherche qui s’est intéressée à comprendre les approches du vivant chez des enseignants et enseignantes de biologie au collégial (Québec) et au lycée (France).

The aim of this article is to extend the scope of the models of teacher change to an interactionist view which coordinates sociocultural and constructivist perspectives. Accordingly our focus will be on the cultural and situational factors and processes of social interaction, as well as on the development on an individual level. First we study how roles, statuses, expectations as well as social and socio-mathematical norms were formed in the group of four student teachers, when they were co-planning, teaching and assessing mathematics lessons during their teaching practice. Finally, we attempt to construct a collaborative, interactionist model of teacher change integrating sociocultural and constructivist perspectives.

page of Sociology Compass where are the links to full original publication: http://www3.interscience.wiley.com/journal/121358889/abstract?CRETRY=1&SRETRY=0 Numbers inside {} refer to new page numbers in the original publication. {1553} Abstract This study evaluates the collective behavior (CB) approach that dominated studies of social movements from the 1920s to the 1970s. Its roots lie in five scholarly traditions: Durkheim (collective consciousness), Mill (a sum of individual cost-benefit calculations), Weber (charisma and bureaucracy), Simmel (interaction of individuals), and European mass-psychology. Collective behavior studies began in Chicago University in the 1920s by Robert E. Park. His pupil Herbert Blumer made the basic classifications in the field. In the interactionist school, Ralph Turner and Lewis Killian stressed the emerging norms that modify CB and Kurt and Gladys Engel Lang focused on collective processes. In the structure-functionalistic school, Talcott Parsons stressed the impact of cultural trends in movement emergence and Neil Smelser developed a value-added theory of how social movements form.

Socialisation theories have traditionally focused on how children are socialised in a rather unidirectional manner, according to a transmission model. However, more recent research and theories show that children are not just passive recipients, but active agents in their socialisation process. At the same time, children are subordinated to adult control. In school, they are regimented and involuntarily subjected to mass routines, discipline and control. The aim of this study was to explore and give a voice to pupils’ critical thinking about school rules and their teachers’ behaviour in relation to these rules. Ethnographic fieldwork and group interviews with students were conducted in two Swedish primary schools. The findings show that pupils criticise some school rules, distrust teachers’ explanations of particular school rules, perceive some school rules and teachers’ interventions as unfair and inconsistent, perceive no power over the construction of school rules, and express false acceptance and hidden criticism. The findings are discussed in terms of hidden curriculum, power, mentality resistance, democracy, participation and democratic citizenship education.

The aim of this study is to investigate and explain inconsistencies within the social constructions of school rules as they take shape in everyday interactions between teachers and students, and to explore how students interpret these inconsistencies. An ethnographic study is conducted in two primary schools in Sweden. According to the findings, implicit rules, i.e., unarticulated supplements or exceptions, can, at least in part, explain inconsistencies in teachers’ efforts to uphold explicit school rules to the explicit rules. Nevertheless, rule inconsistency and unarticulated implicit rules appear to create rule diffusion, which, in turn, creates a prediction loss among students. They cannot always predict what will be appropriate behaviour in particular situations, and how teachers will react to their behaviour. Furthermore, this appears to result in a negotiation loss for students. They cannot openly discuss and negotiate on rules if they are unaware of such rules.

Resumen: Propondremos aquí un análisis de la narratividad de una forma discursiva recientemente aparecida, como son los blogs, en el marco de una teoría emergentista de la narratividad y de sus modalidades discursivas. Las características narrativo-discursivas de los blogs emergen de una base previa de prácticas comunicativas más básicas o menos específicas. Y la narratividad discursiva misma es un fenómeno emergente con respecto a fenómenos cognoscitivos y experienciales que le subyacen necesariamente y son la base sobre la cual definir su carácter emergente. Es decir, ha de haber procesos para que exista la posibilidad de que haya representaciones procesuales, y estas representaciones han de existir en formas simples antes de dar lugar a formas narrativas complejas, asociadas a contextos culturales y comunicativos específicos—como por ejemplo el desarrollo de la escritura interactiva en la Red.

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Blogs and the Narrativity of Experience
   
This paper undertakes an analysis of the narrativity of a form of discourse which has appeared recently (blogs) within the framework of an emergentist theory of narrativity and its discursive modes. The narrative/discursive characteristics of blogs emerge from a preexistent ground of more basic or less specific communicative practices; and narrative discursivity itself is an emergent phenomenon with respect to other cognitive and experiential phenomena. A number of formal and communicative characteristics of blog writing and of the blogosphere are discussed as emergent modes of experience within the pragmatic context of computer-mediated communication.

The paper presents two empirical cases of expert musicians-a classical string quartet and a solo, free improvisation saxophonist-to analyze the explanatory power and reach of theories in the field of expertise studies and joint action. We argue that neither the positions stressing top-down capacities of prediction, planning or perspective-taking, nor those emphasizing bottom-up embodied processes of entrainment, motor-responses and emotional sharing can do justice to the empirical material. We then turn to hybrid theories in the expertise debate and interactionist accounts of cognition. Attempting to strengthen and extend them, we offer 'Arch': an overarching conception of musical interaction as an externalized, cognitive scaffold that encompasses high and low-level cognition, internal and external processes, as well as the shared normative space including the musical materials in which the musicians perform. In other words, 'Arch' proposes interaction as a multivariate multimodal overarching scaffold necessary to explain not only cases of joint performance, but equally of solo improvisation.