From the Provinces of Meaning to the Capital of a Good Self: Some Re?ections on Learning and Thinking in the Process of Growing Adult in Society  

Oleh:

Rijsman, John B.

Jenis: Article from Books - E-Book
Dalam koleksi: Joining Society Social Interaction and Learning in Adolescence and Youth, page 141-152.
Topik: The Social Construction of Meaning; The Social Construction of Self; Processes of Change; Provinces of Thinking
Fulltext: From the Provinces of Meaning to the Capital of a Good Self Some Re?ections on Learning and Thinking in the Process of.pdf (346.29KB)

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We can, crudely speaking, distinguish between two basically different epistemologies in social psychology: one in which the primary source of meaning is the individual subject, and in which intersubjectivity is considered a consequence of that condition; and another one in which intersubjectivity is taken as the primary source of meaning and the individual subject only as a derivative of that condition (e.g., Rijsman, 1990, 1996; Rijsman & Stroebe, 1989). Classic experimental social psychology, which emerged from general experimental psychology early in the 20th century, is clearly an example of the ?rst epistemology, whereas social constructionism (e.g., Gergen, 1985, 1994) and sociogenetic constructivism (e.g., Doise, 1989; Perret-Clermont & Nicolet, 1988) are examples of the second epistemology. In addition, concepts discussed in chapters in the present volume (e.g., Carugati’s provinces of meaning and Pontercorvo’s thinking with others, as well as papers that triggered several of my comments in this chapter) are examples of the second epistemology. Therefore, I begin this chapter with a short outline of the intersubjective construction of meaning and then use the fruits of this outline to deal with the issue of growing adult in society.

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