The Religious Nature of the Psyche, Semiotic Mediation, and the Evanescence of Identity in Liminality.

von Fircks' (Integrative Psychological and Behavioral Science 1-20, 2003) essay on the experience of meditation is rich in stimuli and insights. This paper aims at extrapolating and developing a germinal element from it: Semiotic mediation constitutes the core of the religious nature of the human psyche. It represents both the drive for transformation in the transcendence of the relational process and the search for stability and fixedness in the immanence of the experience of the present moment. The religiosity of the mind can be considered the expression of a transcendent function of semiosis in the very act of looking at an elsewhere in the present moment. The semiotic mediation of the religious psyche seeks meaning in the very act of creating it.

Contexts and Scientific Production of Six Eminent Women Psychologists in the 20th Century.

The inclusion of women psychologists in arenas of academic and professional recognition has been a slow and often invisible process. This study seeks to highlight the scientific contributions of six women psychologists classified as eminent during the twentieth century (Haggbloom et al., Review of General Psychology, 6(2), 139-152, 2002) and the contexts in which they developed. Applying a historiographic and bibliometric approach, we analyzed biographical data and scientific contributions by reviewing the Web of Science, Scopus and APA PsycNet databases. The results show the broad contributions of the six psychologists to the field of psychology in the areas of experimental psychology, childhood and memory. We discuss the importance of rendering visible and overcoming the epistemic injustices to which women in psychology are subject, as well as the resistance and strategies many of them used to confront the structural limitations of this environment.

Psicologia dialógica: Inovações a partir da noção Bakthtiniana da Exotopia / Dialogical psychology: Innovations from the Bakhtian notion of exotopia

O objetivo deste artigo é propor uma relação teórica entre o conceito da exotopia bakhtinana e a posições de Eu. A Teoria do self dialógico concebe a mente como uma multiplicidade dinâmica de posições de Eu relativamente autônomas fundamentada, especialmente, na filosofia dialógica de Michael Bakhtin e na teoria do self de William James. Cada posição de Eu, na minissociedade da mente, tem a capacidade de "ver além" do que qualquer outra poderia, pois, no tempo-espaço, cada posição de Eu pode ocupar um lugar que é único. A exotopia pressupõe a extralocalização dessas posições de Eu, umas diante das outras, o que estabelece a viabilidade das interações dialógicas. É essa exotopia que conduz à nossa possibilidade de responder a uma outra voz interna ou externa. Essa condição espacial caracteriza toda relação intra ou heterodialógica, assim como a possibilidade de aparecimento de novidade de significados no self. Um caso empírico de um adolescente é apresentado para ilustrar o nascimento de nova posição de Eu no processo de escolarização a partir do aumento da exotopia no self.

This article aims at proposing a theoretical relation between Bakhtin's notion of exotopy and I-positions. The Theory of the Dialogical Self conceives the mind as a dynamic multiplicity of relatively autonomous positions of the self. It is rooted in Michael Bakhtin's dialogical philosophy and William James's theory of the self. Each position of the self, in the mini-society of the mind, has the property of "seeing beyond" of what any other can do. This is because, in time-space, each position of the self can occupy a place that is absolutely unique. Exotopia pre-supposes the extralocation of these positions of the self, which establishes the viability of dialogical interactions. In this vein, we can promote the construc-tion of meanings. The exotopy leads our ability to respond to another internal or external voice. This spatial condition characterizes every intra or heterodialogical relationship, as well as the possibility of the appearance of novelty of meanings in the self. An empirical case of an adolescent is presented to illustrate the emergence of a new position of the self in the schooling process from the increase in exotopy in the self.

Psicologia dialógica: Inovações a partir da noção Bakthtiniana da Exotopia / Dialogical psychology: Innovations from the Bakhtian notion of exotopia

O objetivo deste artigo é propor uma relação teórica entre o conceito da exotopia bakhtinana e a posições de Eu. A Teoria do self dialógico concebe a mente como uma multiplicidade dinâmica de posições de Eu relativamente autônomas fundamentada, especialmente, na filosofia dialógica de Michael Bakhtin e na teoria do self de William James. Cada posição de Eu, na minissociedade da mente, tem a capacidade de “ver além” do que qualquer outra poderia, pois, no tempo-espaço, cada posição de Eu pode ocupar um lugar que é único. A exotopia pressupõe a extralocalização dessas posições de Eu, umas diante das outras, o que estabelece a viabilidade das interações dialógicas. É essa exotopia que conduz à nossa possibilidade de responder a uma outra voz interna ou externa. Essa condição espacial caracteriza toda relação intra ou heterodialógica, assim como a possibilidade de aparecimento de novidade de significados no self. Um caso empírico de um adolescente é apresentado para ilustrar o nascimento de nova posição de Eu no processo de escolarização a partir do aumento da exotopia no self. (AU)

This article aims at proposing a theoretical relation between Bakhtin’s notion of exotopy and I-positions. The Theory of the Dialogical Self conceives the mind as a dynamic multiplicity of relatively autonomous positions of the self. It is rooted in Michael Bakhtin’s dialogical philosophy and William James’s theory of the self. Each position of the self, in the mini-society of the mind, has the property of “seeing beyond” of what any other can do. This is because, in time-space, each position of the self can occupy a place that is absolutely unique. Exotopia pre-supposes the extralocation of these positions of the self, which establishes the viability of dialogical interactions. In this vein, we can promote the construc-tion of meanings. The exotopy leads our ability to respond to another internal or external voice. This spatial condition characterizes every intra or heterodialogical relationship, as well as the possibility of the appearance of novelty of meanings in the self. An empirical case of an adolescent is presented to illustrate the emergence of a new position of the self in the schooling process from the increase in exotopy in the self. (AU)

Psychological experiments on student self-government: The early impact of Wilhelm Mann's work in Chile and the German Empire.

One of the most important successes in the history of psychology in Chile was the foundation in 1908 of the first experimental psychology laboratory in Santiago by the German psychologist Wilhelm Mann (1974-1943). Four years later, Mann give a shift to his classical experimental psychology research to intervene in the discussions about German School Reform (1900-1920). Mann used Chile as a "testing ground" for explore the viability of student self-government published in three papers. The method used to verify the early impact of Mann's papers was the quantitative analysis of citations with Publish or Perish software using a Google Books database and Scripta Paedagogica. The reception of Mann's texts was analyzed using the context of citation and the functions and use of those citations. The three unknow Mann's papers about Student Self-Government published in 1913 and his citations. The results shows that Mann's critics and recommendations published in one of his papers was the fourth more citated in a database of 16 foundational German works of to self-student government. Finally, this Mann's article was cited and used in an ideological way to argue in favor of reactionary and conservative opinions of school democratization in German Empire teacher circles. Mann's diagnosis and critical suggestions was recognized by prominent German philosophers and pedagogues. Precisely Mann criticized the Student Republics as the only way to stimulate the student self-government for their artificial character and especially for the loss of students' psychological individuality. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

University without Borders.

The paper discusses the problem of master theses' production in psychology from a decolonial perspective. It presents a critique to the reproductive and monological model of knowledge currently promoted in higher education. Then, it proposes an alternative pedagogic model of research-tandem. The research-tandem is an example of an innovative way of understanding a university without borders, as developed within the international network of excellence "IBEF- Ideas for the Basic Education of the Future". Higher education must be detached from national-based curricula, and become a nomadic and collaborative across-cultural knowledge building endeavor. Current higher education aims to be national in its curricula but global in its marketability. In cultural psychology's perspective, higher education of the future shall be regarded as global in its vision yet local in its solutions. Future students must have the opportunity to build new knowledge by experiencing and sharing diversity rather than complying with standardized and monological trajectories.

Cultural psychology of education: approaches and strategies.

Education is a human activity that is continuously developing. This is the core of the Cultural Psychology of Education framework. There are no ready-made, perpetual solutions that work everywhere and for every person. Two central themes dominate this chapter: (1) Education is cultural in nature, and (2) Educational Psychology is culturally guided. The Cultural Psychology approach to education reflects the interdisciplinary nature of Educational Psychology and informs its application in a variety of cultural contexts. Cultural Psychology of Education is international and global, promoting cultural sensitivity within the educational environment and the idea that in any society, the application of knowledge in the area of education is locally based. Nevertheless, the field strives to contribute to the discussion about education on a global scale. Cultural Psychology of Education has a necessary moral commitment to the dignity, integrity and diversity of human life. The promotion and protection of the well-being of individuals and diverse human communities is a core aspect inherent in both the theoretical applications and the professional practices.

A Institucionalização Escolar e sua Contribuição para a Produção de Transtornos de Aprendizagem: um Estudo sobre a Subjetividade Social da Escola / School Institutionalization and its Contribution to the Production of Learning Disorders: a Study on the School'S Social Subjectivity

RESUMO: A subjetividade expressa uma qualidade específica da experiência do indivíduo marcada pela cultura ao integrar os elementos simbólicos à emocionalidade que constituem os sujeitos e seus contextos simultaneamente. A partir do referencial teórico da subjetividade em uma perspectiva cultural-histórica, a presença do diagnóstico de transtorno de aprendizagem na escola é entendida como fenômeno da subjetividade social. Assim sendo, o objetivo deste estudo foi compreender como o diagnóstico de transtorno de aprendizagem se integra à subjetividade social da escola. O estudo foi realizado em uma escola de anos iniciais do Ensino Fundamental de Brasília, Distrito Federal. O método e os procedimentos de análise basearam-se na Epistemologia Qualitativa com o uso de uma diversidade de instrumentos escritos e não-escritos aplicados com os profissionais da escola, entre os quais três professores se constituíram como informantes privilegiados. Por meio da produção de indicadores, construiu-se a hipótese de que a institucionalização escolar contribui para a produção de transtornos de aprendizagem. Nesse sentido, é apresentado um modelo teórico, o qual representa a configuração da subjetividade social da escola da qual a institucionalização escolar faz parte. Conclui-se que a incorporação do diagnóstico de transtorno de aprendizagem na rotina pedagógica colabora para um refinamento científico da exclusão de alunos que destoam das expectativas escolares.

ABSTRACT: Subjectivity expresses a specific quality of the individual's experience marked by culture when integrating symbolic elements with emotionality that simultaneously constitute the subjects and their contexts. From the theoretical framework of subjectivity in a cultural-historical perspective, the presence of a diagnosis of learning disorder at school is understood as a phenomenon of social subjectivity. Tus, the aim of this study was to understand how a diagnosis of learning disorder is integrated into the social subjectivity of the school. Te study was carried out in the early grades of an Elementary School in Brasília, Distrito Federal, Brazil. Te method and procedures of analysis were based on the Qualitative Epistemology with the use of a variety of written and non-written instruments applied to school professionals, among which three teachers constituted privileged informants. Trough the production of indicators, the hypothesis that school institutionalization contributes to the production of learning disorders was defined. In this sense, a theoretical model is presented, which represents the configuration of the social subjectivity of the school of which school institutionalization is part. It is concluded that the incorporation of the diagnosis of learning disorder into the pedagogical routine contributes to a scientific refinement of the exclusion of students who disagree with school expectations.

Desigualdade social, adultez emergente e saúde mental: uma análise a partir de um caso clínico atendido em um projeto de acolhimento psicológico / Social inequality, emergent adulthood and mental health: an analysis of a case treated in a project of psychology support

Este estudo teve como objetivo compreender as repercussões da desigualdade social sobre a saúde mental de uma jovem adulta atendida em um projeto de acolhimento psicológico. Para isso, buscou utilizar o conceito de adultez emergente (18-30 anos de idade) e a análise microgenética da Psicologia Cultural Semiótica para compreender tais repercussões. A pesquisa utilizou a abordagem qualitativa a partir da análise do caso de uma mulher atendida por um projeto de acolhimento psicológico de uma universidade federal do nordeste brasileiro. Como resultados, foram encontrados que os signos "ansiedade", "vontade de fazer nada" e "isolamento" apareceram como mediadores semióticos das suas experiências cotidianas. Esses mesmos signos também refletem os prejuízos ocasionados pela desigualdade social sobre a saúde mental da participante. Como limitações, este estudo tratou de uma análise de caso único, sendo necessários novos estudos para que seja possível aprofundar os resultados obtidos.(AU)

This study aims to comprehend the repercussion of social inequality on the mental health of a young woman that has been treated in a brief psychological support service. This study utilized the concept of emergent adulthood (18 to 30 years old) and the genetic micro analysis of Semiotic Cultural Psychology perspective to understand such repercussions. The methodology is based on the qualitative research framework applied to a single case analysis. This analysis focuses on a woman that receives psychological support provided by the brief psychological support service in a Federal University locate in the Northeast of Brazil. This study reveals that the signs "anxiety", "desire to do anything" and "isolation" appear like a semiotic mediators on her daily life. These signs also reflect the negative impact of the social inequality on the mental health of the participant. The study is limited to a single case analysis, and future studies to better comprehend these phenomena are needed.(AU)

Este estudio tuvo como objetivo comprender las repercusiones de la desigualdad social en la salud mental de un adulto joven asistido en un proyecto de atención psicológica. Para ello, buscó utilizar el concepto de adultez emergente (18-30 años) y el análisis microgenético de la Psicología Cultural Semiótica para comprender tales repercusiones. La investigación utilizó un enfoque cualitativo basado en el análisis del caso de una mujer asistida por un proyecto de atención psicológica en una universidad federal del nordeste. Como resultado, se constató que los signos "ansiedad", "disposición a no hacer nada" y "aislamiento" aparecían como mediadores semióticos de sus experiencias cotidianas. Estos mismos signos también reflejan el daño que la desigualdad social provoca en la salud mental de los participantes. Se sugiere la implementación de políticas públicas de asistencia que ayuden a los jóvenes adultos a insertarse en el mercado laboral y tener condiciones socioeconómicas dignas. Como limitaciones, este estudio abordó un análisis de caso único, siendo necesarios más estudios que permitan profundizar en los resultados obtenidos.(AU)

A cultura acadêmica do sofrimento: será que isso existe? / The Academic culture of suffering: does it exist?

As práticas de ensino e pesquisa na Pós-Graduação têm sido entendidas como uma cultura acadêmica causadora de sofrimento. O objetivo deste artigo é apresentar uma compreensão do sofrimento vivido pelos alunos da Pós-Graduação a partir de uma perspectiva culturalista. Para isso, o texto problematiza o contexto da Pós-Graduação e apresenta axiomas da Psicologia Cultural Semiótica que fundamentam a análise dos processos psicológicos que ocorrem na relação do estudante com o meio acadêmico. A cultura acadêmica é entendida como o conjunto compartilhado de signos usados e construídos pelas pessoas na pós-graduação, as quais organizam seus mundos interno e externo, regulam as interações sociais e orientam as ações humanas. Desse modo, o sofrimento é um produto cultural da interação entre as forças canalizadoras da cultura acadêmica e as ações do estudante. Sugere-se que pesquisas futuras possam estudar empiricamente como os pós-graduandos criam uma síntese pessoal a partir da cultura acadêmica.

Teaching and research practices at the Graduate Level have been understood as an academic culture that causes suffering. The purpose of this article is to present an understanding of the suffering experienced at the Graduate Level from a cultural perspective. The paper problematizes the context of Graduate Programs and presents axioms of Semiotic Cultural Psychology that underlie the analysis of psychological processes that occur in the student's relationship with the academic environment. Academic culture is understood as the shared set of signs build and used by people in the doctoral school, which organize their internal and external worlds, regulate social interactions, and guide human actions. Thus, suffering is a cultural product of the interaction between the guiding forces of academic culture and the student's actions. It is suggested that future research can investigate empirically how graduate students create a personal synthesis starting from the academic culture.

How Does Ambivalence Appear in Women's Relationship to Cosmetics?

Some studies have subtly demonstrated the existence of a tension of ambivalence in women's subjective feelings while wearing makeup. This paper consists in analyzing how feelings of ambivalence towards cosmetics appear in women, and how women feel when they remove or put on cosmetics. The study consists of an online survey and a walk-along experience. The survey included 261 women, among these 229 cosmetics users and 32 non-users. It used the double-blank method while asking the participants to express their feelings about various situations evoking their facial appearance, such as looking at their face when being in front of the mirror. A multiple case analysis of four selected survey respondents has also been done in order to compare 2 regular users and 2 non-users in regard to their way of dealing with tension. The walk-along experience included interviews and observations in the following conditions according to the groups: 1. Removing makeup (for regular users) / wearing makeup (for non-regular users) in front of a mirror; 2. Walking outside in public; 3. Wearing makeup again (for regular users) / removing makeup again (for non-regular users) in front of a mirror. Our findings showed that ambivalent tension (in most users and non-users) was mostly visible through a divergence going from positive feelings (such as feelings of satisfaction) to negative, contradictive feelings and that some similarities were present between users' and non-users' tensions despite the context differences. Ambivalence is shown not only toward the "masked" face (i.e. face with makeup on it), but also the natural face. Makeup is therefore not necessary to experience a tension of ambivalence towards one's own face. However, the tensions revealed themselves as being rather minimal, as the "mask" is minimal itself. An interesting possible direction in future research would be to explore the origin of this ambivalence about the natural (unmasked) face, especially with regard to the appearance of facial skin including the worry about facial flaws such as acne spots.

Getting Psychology Back Onto Its Feet: the Developmental View of James Mark Baldwin.

The purpose of this article is to provide a general view of Baldwin's evolutionary theory on the interaction between ontogenesis and phylogeny processes and on the imitative reactions and its social implications in mental development. The focus is on the organic selection model as complementary developmental view to what has been posed by the target article of Zagaria et al. (Integrative Psychological and Behavioural Sciences, 2020) about evolutionary psychology understood as meta-theoretical perspective to resolve the nature-nurture dialectics.

Gerontagogy Toward Intergenerationality: Dialogical Learning Between Children and Elders.

This paper aims at overcoming the following limits of gerontagogy -particularly with regard to Lemieux's model: referencing chronological age; delimitating elders' learning in reference to traits (styles, needs, behaviors, etc.) in contrast to children's learning; overlooking the aging aspect. To do so, we propose to integrate aging and intergenerationality into gerontagogy from a sociocultural, dialogical and historical approach. This establishes the basis for an intergenerational and dialogical approach to elders' learning.

The Challenges of the Schooling from Cultural Psychology of Education.

Education is in the core of societal change in all its different forms-from kindergartens to vocational schools and lifelong learning. Education-understood as goal-oriented personal movement-re-structures personal lives both inside school and outside the school. This special issue stems from the Cultural Psychology of Education (Marsico Culture & Psychology, 21(4), 445-454, 2015a, b, Journal for the Study of Education and Development, 40(4), 754-781, 2017)-a new approach to the field of education that examines how educational experience is culturally organized. This special issue is focused on the work of schooling as a crucial scientific arena to investigate. It is the follow up of an international workshop host by the Centre for Cultural Psychology (at Aalborg University, Demark) that was very thought provoking and from where several outcomes came out. Some of them are the papers here presented that tried to illuminate the different dimensions of the educational context in the East and West society with specific attention to the Chinese and Scandinavian educational practices. The dialogue between Chinese, European and North American scholars offered a complex view of the current educational challenges in the age of globalization. In this paper I try to focus on some of the most debated and challenging aspects in educational psychology worldwide: diversity, values and practical usability of psychology at school. I re-read these "hot topics" with the help of the themes developed by the authors of this special issue and in light of Cultural Psychology of Education. Then, I conclude by proposing a new agenda for the education of the future.

Borders, Tensegrity and Development in Dialogue.

In this article we propose a development of the Dialogical Self Theory by introducing the notions of borders, cogenetic logic and tensegrity that we have elaborated during the last 5 years, in order to introduce a stronger developmental and dynamic perspective within the theory. We start from the discussion of some recent advancements of the model proposed by Hermans et al. (Integrative Psychological and Behavioural Science, 51(4), 2017), who refer to the metaphor of democratic society of the Self to understand the challenges and possible directions of adaptation that the persons can face in those border-crossing processes characterizing contemporary western societies. We conceptualized the Self as a dynamic semiotic system in constant evolutive tension, rather than a system in equilibrium adapting to the environmental changing conditions. Then, we propose to replace the concept of stability and continuity of the Self with the more fruitful idea of tensional integrity.

The "Non-cuttable" space in between: context, boundaries and their natural fluidity.

The inherent open-ended nature of socio-cultural phenomena makes it necessary to create new theoretical frameworks that enable us to understand the fluidity of the relations between different parts of the dynamic system. Recent advance in modern biology seems to provide a set of heuristic concepts useful to investigate the complexity and fluidity of the relationship between different contexts. One of these is the Rayner's logic of natural inclusionality. According whit Rayner's evolutionary standpoint any living system is constantly in dialogue with its natural neighbourhood on the basis of an interdependent and co-evolutive process involved both the context and the organism. The aim of this paper is to evaluate the model proposed by Rayner in light of contextual perspective in development and educational psychology arguing as the space in between is neither a cuttable and divisible presence into discrete things, nor a mere "nothing" that could be cut off our conceptualization. Rather, it's a ground (for a figure) in which flow and counter-flow in a fluid interplay amidst a distinct bounded context takes place.The interest for the boundary conditions calls for focusing on what happened on the border. By adopting a simultaneous perspective from two standpoints we are able to constantly focus on both aspects-what happens inside and outside different social settings-we became aware that the "walls" of the context of our living are much more permeable than has been until now theorized by psychological research.

Social representations and valorial orientations: the immigrants case

The principal idea of this paper can be divided in two macro axes: the first is that the behavior toward the other or others, above all, depends on the representation that people build as to him/them, on the interpretations of actions (pasts, presents, and futures), and on the landmark of socio-cultural context. When responsibilities are attributed to an individual or to a group for critical and /or of sufferance conditions, the situation produced is that it is attributed a false fault to a subject or to agroup that could be recognized as “enemy”. The second is that images transmittedby the media do not produce only symbolism that contributes to the self construction of the identity, but provide identification models too on which it is possible to find interactions and social actions. In the specific case of the research we present modifications in the perceptions of young people who took part in the research, inregard to immigrants, they allow to look at a different direction that could assume a positive valence (making more familiar what was distant). But it is right to under-line that in other situations images produce contrary effects and rather liberate from a stereotyped conditioning than push the subject to reinforce such position.(AU)

Social representations and valorial orientations: the immigrants case

The principal idea of this paper can be divided in two macro axes: the first is that the behavior toward the other or others, above all, depends on the representation that people build as to him/them, on the interpretations of actions (pasts, presents, and futures), and on the landmark of socio-cultural context. When responsibilities are attributed to an individual or to a group for critical and /or of sufferance conditions, the situation produced is that it is attributed a false fault to a subject or to a group that could be recognized as "enemy". The second is that images transmitted by the media do not produce only symbolism that contributes to the self construction of the identity, but provide identification models too on which it is possible to find interactions and social actions. In the specific case of the research we present modifications in the perceptions of young people who took part in the research, in regard to immigrants, they allow to look at a different direction that could assume a positive valence (making more familiar what was distant). But it is right to underline that in other situations images produce contrary effects and rather liberate from a stereotyped conditioning than push the subject to reinforce such position.(AU)