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This book presents 9 theory-based and practice-oriented methods for assessing and stimulating a multi-voiced dialogical self in the context of groups, teams, cultures, and organizations. All of these methods are based on Dialogical Self Theory. The book deals with the practical implications of this theory as applied in the areas of coaching, training, and counselling. A number of chapters focus on the process of positioning and dialogue on the level of the self, while other chapters combine self-processes with group work, and still others find their applications in leadership development and team-work in organizations. For each of the nine methods, the chapters present theory, method, case-study and discussions and make clear what kind of problems can be tackled using the method discussed. Specifically, the book discusses the following methods: A Negotiational Self Method for assessing and solving inner conflicts; a Self-Confrontation Method used to assess and stimulate personal meaning construction in career counselling; a Method of Expressive Writing in the context of career development; a Composition Method for studying the content and organization of personal positions via verbal and non-verbal procedures; a Dialogical Leadership Method that investigates and stimulates dialogical relationships between personal positions in the self of leaders in organizations; a Personal Position Repertoire Method that combines the assessment of personal positions with focus group discussions; a Team Confrontation Method for investigating collective and deviant positions or voices in organizational teams; a Method for Revising Organizational Stories with a focus on their emotional significance: and a Technique for Assessing and Stimulating Innovative Dialogue between Cultural Positions in global nomads.
In crisis situations, such as terror attacks or societal tensions caused by migration, people tend to look for explicit moral and spiritual leadership and are often inclined to vote for so-called 'strong leaders'. Is there a way to resist the temptation of the simplistic solutions that these ‘strong leader’ offer, and instead encourage constructive engagement with the complex demands of our times? This volume utilises relational and dialogical perspectives to examine and address many of the issues surrounding the moral and spiritual guidance articulated in globalizing Western societies. The essays in this collection focus on the concept of plural moralities, understood as divergent visions on what is a 'good life', both in an ethical, aesthetical, existential, and spiritual sense. They explore the political-cultural context and consequences of plural moralities as well as discussing challenges, possibilities, risks, and dangers from the perspective of two promising relational theories: social constructionism and dialogical self theory. The overarching argument is that it is possible to constructively put in nuanced moral and spiritual guidance into complex, plural societies. By choosing a clear theoretical focus on relational approaches to societal challenges, this interdisciplinary book provides both a broad scope and a coherent argument. It will be of great interest to scholars of social and political psychology, leadership and organization, religious studies, and pedagogy.
Society in the Self: A Theory of Identity in Democracy shows how society is working in the deeper regions of self and identity. This book is an exploration of the democratic potentials of self and identity in a globalizing and localizing society.
In this volume, Dialogical Self Theory is innovatively presented as a guide to help elucidate some of the most pressing problems of our time as they emerge at the interface of self and society. As a bridging framework at the interface of the social sciences and philosophy, Dialogical Self Theory provides a broad view of problem areas that place us in a field of tension between liberation and social imprisonment. With climate change and the coronavirus pandemic serving as wake-up calls, the book focuses on the experience of uncertainty, the disenchantment of the world, the pursuit of happiness, and the cultural limitations of the Western self-ideal. Now more than ever we need to rethink the relationship between self, other, and the natural environment, and this book uses Dialogical Self Theory to explore actual and potential responses of the self to these urgent challenges.
The core message of this educational book is that democracy is, more than ever before, in need of the personal contribution of engaged citizens. Democracy is viable only if it is rooted in the hearts and minds of citizens who feel responsible not only for their own well-being, but also for the quality of social relationships in a society with marked differences in race, religion, culture, and gender. Three basic features define personalized democracy: A critical attitude not only towards others but also towards oneself; learning not only from others but also from oneself; and participation in society with attention to the contradictive nature of one’s own mind. The authors emphasize that the development of personalized democracy and global citizenship requires participation at different identity levels: I as individual, we as members of social groups, we as part of humanity, and we as part of the earth. Written for future teachers at secondary level, the book contains dialogical self theory, research and a wide range of exercises.
The 21st century and its many challenges (invasion of digital technology, climate change, health crises, political crises, etc.) alert us that we need new educational responses, led by new education professionals. Research has shown that for these professionals to change in a substantial and profound way, they must change their identity, that is, the way in which they give meaning and meaning to their professional work. This book exposes, based on one of the most current and advanced theories for analyzing identity change -the theory of the dialogical self-, what changes should take place and how to promote them in eleven fundamental professional profiles in current education (teachers of student-teachers, primary & secondary teachers, inclusive teachers, inquiring teachers, mentors, school principals, university teachers, academic advisors, technologic/hybrid teachers, Learning specialists & educational researchers).
Introduces the concept of a moral middle ground to combat the effects of toxic polarization and divisive identity politics.
The Pursuit of Happiness: Between Prosperity and Adversity looks at activities, practices, and experiences that are instrumental in changing one’s level of well-being. This book focuses on the situations in which well-being is challenged, or even decreased, and explores, guided by Dialogical Self Theory, pathways that lead to its elevation. Research has suggested that there are three main determinants of well-being: genetic factors, one’s individual’s history, and happiness-relevant activities. The third and most promising means of altering one’s happiness level are activities and practices that require some degree of effort. A surprising finding is that these personal efforts may have a happiness-boosting potential that is almost as large as the probable role of genetics, and apparently larger than the influence of one’s individual history. Efforts are invested in fields of tension between prosperity and adversity. The Pursuit of Happiness covers a variety of topics, such as finding happiness and well-being in the face of extreme adversity, the role of honesty in genuine happiness, the promise of minimalistic life orientations, the value of inner silence, evaluating our lives from a future perspective, and the relationship between happiness, career development, counselling, and psychotherapy. This book was originally published as a special issue of the British Journal of Guidance & Counselling.
"This book explores an eminently human phenomenon: our capacity to engage with the possible, to go beyond what is present, visible or given in our existence. Possibility studies are today an emerging field of research including topics as diverse as creativity, imagination, innovation, anticipation, counterfactual thinking, wondering, the future, social change, hope, agency and utopia. The present contribution to this wide field is represented by a sociocultural and pragmatist account of the possible grounded in the notions of difference, position, perspective, dialogue, action and culture. Put simply, this theory proposes that our explorations of the possible are enabled by the human capacity to relate to the world from more than one position and perspective and understand that any perspective we hold is, at all times, one among many. Such an account transcends the long-standing dichotomy between the possible and the real, a sterile separation that ends up portraying possibility as separate from and even opposed to reality. On the contrary, the theory of the possible advanced here goes back to this notion's etymological roots (the Latin possibilis "that can be done", from posse "to be able") and considers it as both a precondition and outcome of human action and interaction. Exploring the possible doesn't take place outside of or in addition to our experience of the world; rather, it infiltrates it from the start, infuses it with new meanings and ends up transforming it altogether. This book aims to offer conceptual, methodological and practical tools for all those interested in studying human possibility and cultivating it in education, at the workplace, in everyday life and in society"--
The Palgrave Encyclopedia of the Possible represents a comprehensive resource for researchers and practitioners interested in an emerging multidisciplinary area within psychology and the social sciences: the study of how we engage with and cultivate the possible within self, society and culture. Far from being opposed either to the actual or the real, the possible engages with concrete facts and experiences, with the result of transforming them. This encyclopedia examines the notion of the possible and the concepts associated with it from standpoints within psychology, philosophy, sociology, neuroscience and logic, as well as multidisciplinary fields of research including anticipation studies, future studies, complexity theory and creativity research. Presenting multiple perspectives on the possible, the authors consider the distinct social, cultural and psychological processes - e.g., imagination, counterfactual thinking, wonder, play, inspiration, and many others - that define our engagement with new possibilities in domains as diverse as the arts, design and business.