Transitions
Symbolic Resources in Development
1st Edition
Published on 1. February 2006
265 pages
978-1-60752-502-8 (ISBN)
Description
What do young people do with the novels they read, the films they see, the music they hear and sing? How do these cultural products act as 'symbolic resources' in the process of development? And what can we, as researchers, learn by studying people's uses of fiction? This monograph approaches development through the study of transitions and the processes of exploration that follow ruptures in people's lives. Specifically, it examines young people's symbolic responsibility as they have to choose among the wide range of cultural products societies exposes them to. The book thus examines the books, films and music that young people mobilize when they need to redefine their identity, learn informal know-how, or have to confer meaning to what happens to them in transitions. The book has a theoretical scope. It draws on cultural psychology and psychoanalysis to formulate the importance of semiotic mediation in thinking, feeling and acting. Its main contribution is to propose a model for analyzing uses of symbolic resources, such as books and films, in everyday life. It thus shows how uses of symbolic resources can enable new forms of experiences and conduct. It finally highlights social and personal conditions that might facilitate or hinder developmental uses of symbolic resources. The book, based on in-depth case studies, is addressed to scholars, professional and students in the fields of youth, culture and the media, cultural and developmental psychology, and life-long education.
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01/2006
Information Age Publishing
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01/2006
Information Age Publishing
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Content
1 - Cover [Seite 1]
2 - Contents [Seite 7]
3 - Chapter 1. Young Adults in Blurred Fields of Changing Media [Seite 17]
3.1 - Change and Development [Seite 18]
3.2 - Looking for Youth Transitions [Seite 24]
3.3 - Qualifying Youth: Symbolic Responsibility [Seite 30]
3.4 - Moving Away From the Study of Youth and Media [Seite 40]
4 - Chapter 2. Modeling Cultural Experiences and Symbolic Resources [Seite 49]
4.1 - in Development Semiotic Processes in Cultural Experiences [Seite 59]
4.2 - Semiotic Elaborations of Emotions and the Unconscious [Seite 60]
4.3 - Cultural Experiences and Changes Beyond the Sphere of [Seite 70]
4.4 - Imaginary Experience The Five Aspects of Cultural Experiences [Seite 74]
4.5 - Semiotic Processes in Youth Development [Seite 80]
5 - Chapter 3. Accessing Personal Cultures [Seite 85]
5.1 - Epistemological Issues [Seite 85]
5.2 - Methodological Issues [Seite 91]
5.3 - The Reconstructive Interpretative Method [Seite 95]
5.4 - Generalization [Seite 105]
5.5 - An Overview of 29 Possible Case Studies [Seite 106]
6 - Chapter 4. Young People's Uses of Symbolic Resources [Seite 117]
6.1 - What Transitions, What Resources? [Seite 118]
6.2 - The Aboutness of Cultural Elements [Seite 120]
6.3 - Time Orientation [Seite 129]
6.4 - Levels of Semiotic Meditation [Seite 135]
7 - Chapter 5. Symbolic Resources in Developmental Transitions [Seite 143]
7.1 - Pop Lyrics for Grieving and Changing School: Julia [Seite 146]
7.2 - Hesse to Come Back: Eli [Seite 157]
7.3 - Scout for Defining a Job: Pat [Seite 165]
7.4 - Bible and Biographies to Sketch a Life: Thomas [Seite 173]
7.5 - The Ambiguities of Propaganda: Max [Seite 180]
7.6 - A Discussion of Five Case Studies [Seite 187]
8 - Chapter 6. Conclusions: Youth Transitions, Symbolic Processes [Seite 201]
8.1 - and the Life-Span Development Through Symbolic Resources [Seite 202]
8.2 - Developing Uses of Symbolic Resources [Seite 205]
8.3 - Expertise in Using Symbolic Resources [Seite 218]
8.4 - Openings [Seite 222]
8.5 - Concluding Words [Seite 226]
2 - Contents [Seite 7]
3 - Chapter 1. Young Adults in Blurred Fields of Changing Media [Seite 17]
3.1 - Change and Development [Seite 18]
3.2 - Looking for Youth Transitions [Seite 24]
3.3 - Qualifying Youth: Symbolic Responsibility [Seite 30]
3.4 - Moving Away From the Study of Youth and Media [Seite 40]
4 - Chapter 2. Modeling Cultural Experiences and Symbolic Resources [Seite 49]
4.1 - in Development Semiotic Processes in Cultural Experiences [Seite 59]
4.2 - Semiotic Elaborations of Emotions and the Unconscious [Seite 60]
4.3 - Cultural Experiences and Changes Beyond the Sphere of [Seite 70]
4.4 - Imaginary Experience The Five Aspects of Cultural Experiences [Seite 74]
4.5 - Semiotic Processes in Youth Development [Seite 80]
5 - Chapter 3. Accessing Personal Cultures [Seite 85]
5.1 - Epistemological Issues [Seite 85]
5.2 - Methodological Issues [Seite 91]
5.3 - The Reconstructive Interpretative Method [Seite 95]
5.4 - Generalization [Seite 105]
5.5 - An Overview of 29 Possible Case Studies [Seite 106]
6 - Chapter 4. Young People's Uses of Symbolic Resources [Seite 117]
6.1 - What Transitions, What Resources? [Seite 118]
6.2 - The Aboutness of Cultural Elements [Seite 120]
6.3 - Time Orientation [Seite 129]
6.4 - Levels of Semiotic Meditation [Seite 135]
7 - Chapter 5. Symbolic Resources in Developmental Transitions [Seite 143]
7.1 - Pop Lyrics for Grieving and Changing School: Julia [Seite 146]
7.2 - Hesse to Come Back: Eli [Seite 157]
7.3 - Scout for Defining a Job: Pat [Seite 165]
7.4 - Bible and Biographies to Sketch a Life: Thomas [Seite 173]
7.5 - The Ambiguities of Propaganda: Max [Seite 180]
7.6 - A Discussion of Five Case Studies [Seite 187]
8 - Chapter 6. Conclusions: Youth Transitions, Symbolic Processes [Seite 201]
8.1 - and the Life-Span Development Through Symbolic Resources [Seite 202]
8.2 - Developing Uses of Symbolic Resources [Seite 205]
8.3 - Expertise in Using Symbolic Resources [Seite 218]
8.4 - Openings [Seite 222]
8.5 - Concluding Words [Seite 226]
