Reflexivity and psychology 2015

Reflexivity and Psychology A Volume in Yis: The Yearbook of Idiographic Science Series Editors Sergio Salvatore, University of Salento Jaan Valsiner, Aalborg University YIS: Yearbook of Idiographic Science Sergio Salvatore and Jaan Valsiner, Series Editors Reflexivity and Psychology (2015) edited by Giuseppina Marsico, Ruggero Andrisano Ruggieri, and Sergio Salvatore Multicentric Identities in a Globalizing World (2014) edited by Sergio Salvatore, Allessandro Gennaro, and Jaan Valsiner Making Sense of Infinite Uniqueness (2013) edited by Sergio Salvatore, Allessandro Gennaro, and Jaan Valsiner Reflexivity and Psychology Edited by Giuseppina Marsico University of Salerno Ruggero Andrisano Ruggieri University of Salerno and Sergio Salvatore University of Salento INFORMATION AGE PUBLISHING, INC Charlotte, NC • www.infoagepub.com Library of Congress Cataloging-in-Publication Data Names: Marsico, Giuseppina, editor | Ruggieri, Ruggero Andrisano, editor.| Salvatore, Sergio, editor Title: Reflexivity and psychology / edited by Giuseppina Marsico, Ruggero Andrisano Ruggieri, Sergio Salvatore Description: Charlotte : Information Age Pub Inc., 2016 | Series: YIS: The yearbook of idiographic science Identifiers: LCCN 2015038815| ISBN 978-1-68123-336-9 (paperback) | ISBN 978-1-68123-337-6 (hardcover) | ISBN 978-1-68123-338-3 (ebook) Subjects: LCSH: Psychology Research | Reflection (Philosophy) | Social sciences Research Methodology Classification: LCC BF76.5 R44 2016 | DDC 150.1 dc23 LC record available at http://lccn.loc.gov/2015038815 Copyright © 2015 I nformation Age Publishing Inc All rights reserved No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the publisher Printed in the United States of America Contents Editorial Introduction: Psychology of Reflexivity and Reflexivity for Psychology Sergio Salvatore, Giuseppina Marsico and Ruggero Andrisano Ruggeri vii Theoretical explorations Reflexivity in the History of Psychology Sven Hroar Klemple The Reflective Mind and Reflexivity in Psychology: Description and Explanation in a Psychology of Experience Alberto Rosa 17 The Nature of Generalization in Psychology Luca Tateo 45 The Contemporary Perspective of the Semiotic Cultural Constructivism: For an Hermeneutical Reflexivity in Psychology Lívia Mathias Simão 65 Aesthetic Aspects of the Use of Qualitative Methods in Psychological Research Roberto Musa, Himmbler Olivares, and Carlos Cornejo 87 Psychology of Action: German-Scandinavian Critical Psychology and Reflexivity Martin Dege 117 v vi  Contents Field explorations Reflexivity, or Learning From Living Tania Zittoun 143 Argumentation and Reflexivity Francesco Arcidiacono 169 Reflexivity: Applying a Reflexive Process to an Educational Context Maria Francesca Freda, Raffaele De Luca Picione, and Giovanna Esposito 195 10 When Technology Becomes Thinking Beatrice Ligorio, Susanna Annese, and Rupert Wegerif 227 11 Seeking for “Otherness”: Training to the Reflexive Competence Claudia Venuleo and Marco Guidi 245 12 Tacit Knowledge and Opaque Action in the Processes of Learning and Teaching Vittoria Cesari Lusso, Antonio Iannaccone, and Monica Mollo 273 13 Microgenetic Evaluation: Studying Learning as It Develops Brady Wagoner and Eric Jensen 293 14 Between Viewing and Transforming: How Reflexivity as Practice Works Giuseppe Scaratti and Silvio Ripamonti 311 15 Social Change and Continuity: Connecting Reflexivity and Community Development Shose Kessi and Caroline Howarth 343 About the Authors 365 Editorial Introduction Psychology of Reflexivity and Reflexivity for Psychology Sergio Salvatore, Giuseppina Marsico, and Ruggero Andrisano Ruggieri A NEW LOOK AT KNOWLEDGE BUILDING The Yearbook of Idiographic Science Series (YIS) has been promoting a rethinking of psychological science in idiographic terms In so doing, it has tried to reconsider the way this notion is understood Idiographic science is not a science that negates the purpose of general knowledge, but pursues general knowledge through the particularity of events (Salvatore, 2014, 2015; Salvatore & Valsiner, 2009, 2010, 2011; Valsiner & Salvatore, 2012; Valsiner, Salvatore, Gennaro, & Traves Simon, 2010) A long tradition has produced a misleading interpretation of the categories of idiographic and nomothetic Such an interpretation has hindered the development of psychology and more in general of social science “Idiographic” has been treated as a matter of identity, an ideological approach that continues to be reproduced through the conflict with what-is-outside-it Reflexivity and Psychology, pp vii–xxi Copyright © 2015 by Information Age Publishing All rights of reproduction in any form reserved vii viii  S Salvatore, G Marsico, and R Andrisano Ruggieri (i.e., nomothetic mainstream psychology) Far from such a militant ritualization of the concept, YIS aims at promoting a return to the origin of what Windelband (1904/1998) proposed, namely the idea of idiographic and nomothetic as categories depicting two complementary—rather than alternative - forms of knowledge building Psychology as the Science of Contingency Historically, the idiographic approach has been associated with the recognition of the uniqueness of the object of investigation—nomothetic knowledge concerns regularities detected in terms of general laws, idiographic knowledge is the knowledge of the particular, of the single event, of what is happened, taken in its uniqueness (Windelband, 1904/1998) Later, and in spite of Windelband, the notion of uniqueness has been interpreted as opposed to that of generalization, as if the idiographic knowledge were not knowledge of the unique, but a unique knowledge, namely a form of knowledge not entailing any form of generalization (Salvatore & Valsiner, 2009) However, this interpretation, which implicitly overlaps uniqueness and singleness, is rather problematic In fact, any form of knowledge is inherently a form of generalization The very fact of recognizing an empirical datum requires connecting it to a class—to say that something is unique entails using a criterion, therefore a general rule For instance, the battle of Waterloo can be represented as a unique event and considered such—because it can be identified as a battle since it shares some aspects with other events (the many battles occurring in the history of humanity) and at the same time because of its being different (however a generalized rule) from other battles This interpretation of uniqueness as opposed to generalization has to be contextualized to the state of the scientific debate of the early 20th century (Salvatore & Valsiner, 2011) The contemporary scientific context calls for a different interpretation that helps to avoid the pitfalls of the equation uniqueness = singleness More specifically, the notion of field and the idea of processes as local instantiations being contingent to the field (for the implication of the dynamic system theory in the psychological realm, see Lauro-Grotto, Salvatore, Gennaro & Gelo, 2009; Salvatore, Lauro-Grotto, Gennaro & Gelo, 2009; see also Salvatore & Tschacher, 2012) leads to the interpretation of the notion of uniqueness in terms of contingency Accordingly, a phenomenon is unique not because of its being the single specimen of a class having N = 1; rather it is unique in the sense that its occurrence is the local, not replicable instant event in terms of which a certain process instantiates the field dynamics Thus, the interpretation of uniqueness in terms of Editorial Introduction  ix contingency does not negate the singleness of the occurrence However, it enlarges the view, moving the focus of attention from the comparison of the empirical content of the occurrence to the field dynamics it emerges from In sum, the basic issue shifts from the question: “in which terms and to what extent is this empirical occurrence similar and can be assimilated to other comparable empirical occurrences?” to the question: “of which field dynamics is this occurrence the index?” Take for example an event of bullying According to the approach proposed here, the issue is not in which category of bullying incidents to place the occurrence—as if there were a psychological meaning associated invariantly with each category—but to model the field process through which one can understand the event as the local emergence of the psychological dynamics characterizing the human context under analysis (i.e., the class, the school, the peer group)—namely to understand the event as the contingent event of the field The Tenet of Intensionality The interpretation of the notion of uniqueness in terms of contingency has an important consequence—the view of the relation between the phenomenical event and its psychological meaning (i.e., the psychological dynamics making up the phenomena) in an intensional rather than extensional way (Salvatore, 2015) In other words, the dynamics is not a generalized prototype, obtained by means of the collection of a series of events whose accumulation reduces the idiosyncrasy of the single specimens Rather, the dynamics is the interpretative model, the semantics according to which the event becomes understandable The dynamics, then, is not the set of empirical characteristics the specimens have in common; rather, it is the basic way of functioning allowing any unique event to be seen as a form of that kind of dynamics Take gravitational attraction It is the dynamics that makes an infinite set of unique events (from the orbiting of planets to skiing; from jumping to flying) a single, homogeneous class And if one wanted an example coming not from physics, the notion of system is the answer—a model that enables an infinite set of occurrences to be collected regardless (or in spite) of their empirical content, brought together due to their conceptual modelization in terms of structural linkages among parts and boundaries separating inner and outer environment In sum, unlike the extensional rule, according to which the class is defined in terms of the specimens that share certain empirical qualities, the intensional rule describes the class in terms of the salience of a conceptual model: the class is the set of occurrences that can be interpreted in terms of that conceptual model—which means that it is the intensional criterion of similarities Social Change and Continuity   361 Hook, D (2004) Fanon and the psychoanalysis of racism In D Hook (Ed.), Critical psychology (pp 114–137) Cape Town, South Africa: UCT Press Hook, D (2006) Pre-discursive racism Journal of Community and Applied Social Psychology, 16(3), 207–232 Hook, D & Howarth, C (2005) Future directions for a critical social psychology of racism/anti-racism Journal of Community and Applied Social Psychology, 15(6), 506–512 hooks, B (1989) Talking back: Thinking feminist thinking Black Boston, MA: South End Press Hopkins, N (2011) Dual identities and their recognition: Minority group members’ perspectives Political Psychology, 32(2), 251–270 Howarth, C (2001) Towards a social psychology of community: A social representations perspective Journal for the Theory of Social Behaviour, 31(2), 223–238 Howarth, C (2002) Identity in whose eyes? 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on psychology freshmen In S Salvatore, J Valsiner, J T Simon, & A Gennaro (Eds.), Yearbook of idiographic science (Vol 3., pp 67–94) Rome, Italy: Firera & Liuzzo Wetherell, M (1996) Constructing social identities: The individual/social binary in Henri Tajfel’s social psychology In W P Robinson & H Tajfel (Eds.), Social groups and identities: Developing the legacy of Henri Tajfel Oxford, England: Butterworth-Heinemann Wetherell, M S., & Potter, J A (1992) Mapping the language of racism: Discourse and the legitimisation of exploitation Harvester Wheatsheaf Wang, C., & Burris, M A (1997) Photovoice: Concept, methodology, and use for participatory needs assessment Health Education and Behavior, 24(3), 369–387 Wojcicki, J M., & Malala, J (2001) Condom use, power and HIV/AIDS risk: Sexworkers bargain for survival in Hillbrow/Joubert Park/Berea, Johannesburg Social Science & Medicine, 53(1), 99–121 Zittoun, T., Duveen G., Gillespie, A., Ivinson G., & Psaltis, C (2003) The use of symbolic resources in developmental transitions Culture & Psychology 9(4), 415–448 About the authors Introduction Sergio Salvatore is Professor of dynamic psychology His scientific interests regard the psychodynamic and semiotic theorization of mental phenomena and the methodology of analysis of psychological processes as field dependent dynamics He also takes an interest in theory and the analysis of psychological intervention in clinical, scholastic, organizational and social fields On these issues he has designed and managed various scientific projects and published several volumes and more than 170 articles in Italian and international journals E-mail: Sergio.salvatore@ unisalento.it Giuseppina Marsico is assistant professor of development and educational psychology at the Department of Human, Philosophic and Education Sciences (DISUFF), at the University of Salerno (Italy) and adjunct professor at the PhD program in psychology, at Federal University of Bahia, Salvador, Brazil She has 15 years of experience as a researcher, with a proven international research network Her research track includes studies on developmental risk at school, youth deviance, school-family communication, boundaries, and contexts She is editor of the book series Cultural Psychology of Education (Springer), associate editor of Cultural & Psychology Journal (Sage) and member of the editorial board of several international academic journals, Integrative Psychological & Behavioral Science (Springer) She also edited the books Crossing Boundaries Intercontextual Dynamics Between Family and School” (Information Age Publishing), Educational Contexts and Borders 365 366  About the authors through a Cultural Lens: Looking Inside Viewing Outside (Springer) and Jerom S Bruner beyond 100: Cultivating Possibilities (Springer) E-mail: gmarsico@ unisa.it Ruggero Andrisano-Ruggieri is an assistant professor in dynamics psychology He holds different positions at University of Salento including the post as lecturer in organization psychology and clinical psychology He is a member of psychology list and he is also a specialist in human resources & organization development He earned a PhD in community psychology and training education models at University of Lecce He then completed a fellowship in social psychology at the University of Salento (Italy) His research interest regard the theory of mind according to psychodynamic and culture psychological prospective, particularly the theory models of mind according to Psychological Culture Prospective where the mind is conceptualizing as system of sense making Applications of this theoretical model are addressed in Passing of Baton of Family Business, Idiographic Science, Methodology of Psychology Intervention, Organization Studies and Community psychology, Culture Analysis, Mind and Time All his studies are placed in integrating academic research with professional practice, where for example, Stress and Health is one of them E-mail:rruggieri@unisa.it Chapter Sven Hroar Klempe is associate professor in psychology at the Department of Psychology, NTNU, Trondheim His background includes full professor in musicology, associate professor in media studies, teacher, and journalist His research is cross-disciplinary with an emphasis on the history of psychology, culture and psychology, theory of science, communication, and music psychology E-mail: hroar.klempe@svt.ntnu.no Chapter Alberto Rosa is professor of psychology at the Universidad Autónoma de Madrid (Spain), where he lectures on history of psychology and cultural psychology He has also carried out research on developmental psychology of the physically challenged, history of psychology and on the influence of culture and history in the shaping of identity and citizenship He is currently interested in the semiotic analysis of experience as mediated by cultural artefacts E-mail: alberto.rosa@uam.es Chapter Luca Tateo is associate professor in epistemology and history of cultural psychology at Aalborg University His research interest are the study of About the Aulthors   367 imagination as higher psychological function, the epistemology and history of psychological sciences, revisiting the work of scholars such as Vico, Cattaneo, Wundt, Lewin, Moscovici in order to reflect upon the future trends of psychological research and related methodological issues E-mail: luca@hum.aau.dk Chapter Lívia Mathias Simão, PhD, is associate professor at the Institute of Psychology of the University of São Paulo, Brazil, where she coordinates the Laboratory of Verbal Interaction and Knowledge Construction She is also a sponsored researcher of the Brazilian National Council for Scientific and Technological Development and External Advisor of the PhD program in Cultural Psychology and Social Practices, Niels Bohr Centre for Cultural Psychology, Aalborg University, Denmark Her main research interests concern issues embracing the ontological construction of human subjectivity in I-Culture-Other relationships from the perspective of the semiotic-cultural constructivism in psychology, with emphasis in the issues regarding alterity, temporality, and disquieting experiences Among her more representative works are Simão, L M (2005) “Bildung, Culture and Self: A Possible Dialogue With Gadamer, Boesch and Valsiner?, Theory & Psychology, 15, 549–574; Simão, L M & Valsiner, J (2007) (Eds.) Otherness in Question: Labyrinths of the Self, Charlotte: Information Age Pub.; Simão, L M (2012) “The Other in the Self: A Triadic Unit.” In J Valsiner (Ed.), The Oxford Handbook of Culture and Psychology New York, NY: Oxford University Press, 403–420; and Simóo, L M (2010) Ensaios Dialúgicos: Compartilhamento e Diferenỗa nas Relaỗừes Eu-Outro Sóo Paulo: Hucitec; Simóo, L M (2012) The Other in the Self: A Triadic Unit In J Valsiner (Ed.) The Oxford Handbook of Culture and Psychology New York, NY: Oxford University Press, 403–420; Simão, L M., Guimarães, D., and Valsiner, J (Eds.) (2015) Temporality: Culture in the Flow of Human Experience Charlotte, NC: Information Age Publishing E-mail address: limsimao@usp.br Chapter Roberto Musa is a PhD candidate in psychology at Pontificia Universidad Católica de Chile His research interests include the history of psychology, philosophy of psychology and cognitive psychology His thesis seeks to understand the cultural history of artificial intelligence in light of its echoes in other human manifestations such as art, myth, and religion, and by looking at the subjective motivations of its researchers Address: Escuela de Psicología, Vica Mackenna 4860, Santiago, Chile Phone: 2-23547957 E-mail: rfmusa@uc.cl 368  About the authors Himmbler Olivares is a doctoral student at Pontificia Universidad Católica de Chile and the European University of Viadrina Frankfurt (Oder) in Germany His research interests are centered on the history of psychology, with special emphasis on German holistic psychology and its relationship with the Romantic ideas of the 19th century His doctoral dissertation focuses on the microgenesis of body movements in communicative interaction and memory He is a professor in the Psychology Department at Universidad de Concepción and also works at the Language, Interaction and Phenomenology Lab (LiF) in the Pontificia Universidad Católica de Address: Escuela de Psicología, Vica Mackenna 4860, 782-0436 Santiago, Chile E-mail: hgolivar@uc.cl Carlos Cornejo is full professor at Pontificia Universidad Católica de Chile He teaches history of psychology, theoretical psychology, and psychology of language His research interests include theoretical and empirical aspects of meaning construction, figurative language, and human interaction E-mail: cca@uc.cl Chapter Martin Dege works at the Zukunftskolleg, University of Konstanz, Germany His research focuses on the human-machine relationship and its historical development More specifically, he investigates the intellectual history of the idea of the machine and its underlying concepts of rationality and efficiency He earned his PhD in psychology from Clark University with a thesis on democratization in the field of industrial labor E-mail: martin.dege@gmail.com Chapter Tania Zittoun is professor at the University of Neuchâtel, Switzerland, at the Center for sociocultural psychology research and development Her work as examined transitions all life-long Following an interest for the arts and fiction, she has recently theorized the role of imagination in the lifecourse She is associate editor of Culture & Psychology E-mail: tania zittoun@unine.ch Chapter Francesco Arcidiacono is professor and director of Research Department at the University of Teacher Education, Biel/Bienne (HEP-BEJUNE, Switzerland) He also teaches at the University of Neuchâtel (Switzerland) He has been the laboratory director of the Italian Center on Everyday Lives About the Aulthors   369 of Families at the University of Rome “La Sapienza” (Italy) and visiting researcher and invited professor at the University of California, Los Angeles (USA), University “Psychology and Education” of Moscow (Russia), University of Belgrade (Serbia), and University of Lausanne (Switzerland) His main theoretical and research interest concerns the analyses of processes of social interaction through discursive practices in educational contexts (mainly family and school) He has published books on these frameworks and various articles in international scientific peer reviewed journals Email: francesco.arcidiacono@hep-bejune.ch Chapter Maria Francesca Freda is professor of clinical psychology at the Department of Humanistic Studies at the University of Naples Federico II, Italy She belongs to the Italian Psychological Association (AIP) Her scientific interests, expresses in numerous research works, publications and participation to conferences, are focalized in the last years on: (a) action-research methodology, oriented to clinical and psycho-social model of intervention; (b) narratives as construction processes of experiences and as intervention device; (c) the focus on the quali-quantitative methodology of research of texts and discourses analysis Her predominating application areas are the psychological intervention in educative organizations and the actionresearch within social systems She is the scientific coordinator of the Erasmus Multilateral Project INSTALL (INnovative Solution to Acquire Learn to Learn) E-mail: mariafrancesca.freda@unina.it Raffaele De Luca Picione Università degli Studi di Napoli Federico II PhD, graduated first in political science and then in clinic, dynamics and community psychology, he deals with meaning making processes within healthcare relationships through a semiotic and dynamic psychological perspective He is interested in the processes of subjective meaning making in a cultural field and particularly of affective semiotic processes, in reference to the relationship between thought, emotion and language In his written, there is great attention to the issues of temporality and dynamics of the processes of transformation of meaning He wrote several international works about emotion/intersubjectivity/reflexivity as well Moreover he is interested to semiotics, paradigms of complexity and connections between cultural psychology and clinical psychology E-mail:raffaele.delucapicione@unina.it Giovanna Esposito is a PhD and a post doc researcher for the University Centre SInAPSi (University Federico II of Naples, Italy) within the research project “Learning to Learn at the University.” She is a trainer 370  About the authors of the European Project INSTALL, a member of SIPSA (Italian Health Psychology Association) and of Italian Psychology Association (AIP) Her research, testified by numerous publications and participation to conferences, is bound by a common thread: the interest in the promotion and evaluation of reflexive competences in training contexts, with specific attention to the promotion and the evaluation of mentalization in the academic context Her research has made use of both methods of quantitative and qualitative analysis Chapter 10 Maria Beatrice Ligorio is associate professor at the University of Bari (Italy) where she teaches educational Psychology and E-learning PhD in psychology of communication, she has been a NATO fellowship at the University of Berkeley and she received a Marie Curie grant to develop virtual educational environments Her main research interests are: educational technology, digital identity, dialogical learning, blended communities She published over 20 articles in international journals E-mail: bealigorio@hotmail.com Susanna Annese is a researcher in social psychology at University of Bari since 2001 She was researcher at the Department of Social Psychology— Area Media and Communications—London School of Economics and Political Science in 1996; she obtained PhD in psychology of communication in 1998 at University of Bari Her teaching a course on group psychology at University of Bari matches with her research interests: group relationships; participation and identity dynamics in real, virtual and blended communities; innovative methodological approaches to study these issues Her involvement in various interdisciplinary research projects aims at deepening these research interests Rupert Wegerif is a professor of education at the University of Exeter, UK His research focus is dialogic education for the emerging Internet Age This interest can be seen in papers that develop educational theory and in research on ways of teaching dialogue, thinking and “learning to learn together” with technology He has led several major research projects and published books as well as over 35 peer-reviewed articles and over 30 book chapters He heads the Center for Teaching Thinking and Dialogue and edits the journal Thinking Skills and Creativity (Impact 1.45) Chapter 11 Claudia Venuleo is researcher in clinical psychology at the University of Salento (Lecce, Italy) She obtained a PhD in Psychology of Socialization, About the Aulthors   371 Communication and Interaction processes at the University” La Sapienza” of Rome (Italy) She is a clinical psychologist and specialist in group analytic psychotherapy At present she teaches clinical psychology in the “Psychological Sciences and Techniques” 3-year basic degree course and methods and techniques of clinical interview in the “Methodology of the Psychological Intervention” in the 2-year specialist degree course at the same university Her clinical and research interests regard the role of meaningmaking in the clinical psychology intervention, addressed to individuals, social and cultural groups, and the community, within a socioconstructivist and psychodynamic perspective In particular her studies concern aspects related to training in psychology and to the construction of professional identity On these issues she has published about seventy scientific papers in national and international journals Address: Department of History, Society and Human Studies, Via Stampacchia, 45, 73100 Lecce—E-mail: claudia.venuleo@unisalento.it Marco Guidi is a clinical psychologist and specialist in group-analytic psychotherapy and has obtained a PhD in Clinical Psychology at the University of Salento (Lecce, Italy) He has taught psychodynamic models of intervention and developmental psychology at the University of Salento (Lecce, Italy) He teaches at the school of specialization in group psychotherapy “ITER” (Rome, Italy) His main interests regard the theoretical and methodological aspects of training and clinical intervention in school and organisational settings and in the social field Address: Department of History, Society and Human Studies, Via Stampacchia, 45, 73100 Lecce— E-mail: marcoguidi73@gmail.com Chapter 12 Vittoria Cesari Lusso after being awarded a degree in economics by the University of Turin (Italy), Vittoria Cesari Lusso has worked in the field of teaching and teacher training for 15 years This has made her more and more aware that it is not enough to know a subject well to be able to stimulate motivation and learning in students, be they children, teenagers, or adults It is also necessary to focus on quality pedagogical relationships Along with teaching, she has undertaken such long continuous training courses that they have resulted in her being awarded a PhD in psychology by the University of Neuchâtel, a diploma in interactive and systemic approach by the Gregory Bateson Institute as well as certified as a trainer in the field of Elicitation Interview (entretien d’explicitation) After being appointed associate professor at the University of Neuchâtel, she is currently highly active in the formation of school administrators in continuing education programs as well as the supervision of teams and realisation of courses dedicated to clarification and reflexivity She is the 372  About the authors author of numerous publications in Italian and French E-mail: vcesari@ worldcom.ch Antonio Iannaccone is a full professor of psychology at the University of Neuchâtel (CH) He is currently director of the Institut de Psychologie et éducation et son Centre de Recherches Socioculturelles (Institute of Psychology and Education and its Center for Research in Sociocultural Psychology) Since the 1980s, his main research interests have consistently focused on: (a) the contribution of the sociocultural approach to the understanding of psychological activities; (b) the effects of social interactions on the trajectories of development and learning in different social and institutional contexts and (c) some specific intercontextual dynamics (school-family) More recently, his empirical research and epistemological considerations are aimed at understanding the role of material dimensions in learning activities, in the trajectories of atypical development and finally in some specific psychological disorders On a methodological level, he deals with, among other things, a set of specific interview techniques useful to elicit the implicit components of reasoning He recently edited, in collaboration with Tania Zittoun, the book “Activities of Thinking in Social Spaces” (Nova Science Publishers, 2014) E-mail: antonio.iannaccone@ unine.ch Monica Mollo is a coordinator of the counseling center of the University of Salerno She is PhD in research and methodology of educational research at the University of Salerno (Italia) and she’s graduated in education sciences Her main research interests are: self and identity; construction of professional identity in university and school teachers; professional practices; construction of logic/mathematical thinking in children; social representations; cultural psychology E-mail: mmollo@unisa.it Chapter 13 Brady Wagoner is professor at the Niels Bohr Professorship Center for Cultural Psychology and director of the cultural psychology program at Aalborg University He received his PhD from the University of Cambridge, where he was a Gates Cambridge Scholar and cocreator of the F.C Bartlett Internet Archive and journal Psychology & Society He is also associate editor of Culture & Psychology and Peace & Conflict His books include Symbolic Transformation (Routledge, 2010), Dialogicality in Focus (Nova, 2011), Culture and Social Change (Info Age, 2012), Development as a Social Process (Routledge, 2013), Cultural Psychology and Its Future (Info Age, 2014) and Integrating Perspectives (Info Age, 2014) He is currently working on a single authored book titled The Constructive Mind: Frederic Bartlett’s About the Aulthors   373 Psychology in Reconstruction (Cambridge University Press) and editing the Oxford Handbook of Culture and Memory E-mail: wagoner@hum.aau.dk Eric Jensen is associate professor, Department of Sociology, University of Warwick, UK He is a widely published researcher in the field of public engagement, and is an expert in public engagement (including mediated public engagement), media sociology and impact evaluation methodology His main research interest is the interface between forms of expert knowledge and broader publics He is founder and director of the master’s of science program in Science, Media & Public Policy at the University of Warwick His research in this domain has included studies of the impacts of science events, museums, galleries, universities, zoos, research groups and festivals at engaging publics with particular ideas Jensen’s recently published books are: Culture & Social Change: Transforming Society through the Power of Ideas (Information Age) and The Therapeutic Cloning Debate: Global Science and Journalism in the Public Sphere (Ashgate) Eric has two books under contract with Cambridge University Press set for publication in early 2016 (From Conservation Education to Public Engagement and Making the Most of Public Engagement Events and Festivals) and a forthcoming research methods textbook for SAGE titled Doing Real Research Eric has a PhD in sociology from the University of Cambridge E-mail: e.jensen@warwick ac.uk Chapter 14 Giuseppe Scaratti is full professor of work and organizational psychology at the Faculty of Economics, Catholic University of Milan, Italy Dr Scaratti’s research interests include the study of knowing, learning and change in organizations; reflexivity in organizations; qualitative methodologies for the study of organizational life; evaluation and assessment of complex and transformative actions He is also past coordinator of the Italian Psychology Association–Section: Organizational Psychology (AIP), associated with EAWOP (European Association of Work and Organizational Psychology), from 2009 to 2013 He has published numerous articles and chapters, published in Management Learning, Qualitative Inquiry, Social Responsability Journal, Journal of Workplace Learning, Qualitative Research in Organizations and Management: An International Journal He is also a founding member of Digital KBC (Knowldge Bounderies Crossing) and of the Center of interdisciplinary researches of transformative actions E-mail: giuseppe.scaratti@unicatt.it Silvio Ripamonti is assistant professor at the Faculty of Psychology, Università Cattolica del Sacro Cuore His research interests regard symbolic processes and work changes related to technological innovation, family 374  About the authors business transitions, organizational restructuring and externalization He joins in the tradition of the action-research approach, the analysis of narratives and conversations He has published in: Systemic Practice and Action Research, Management Learning E-mail: silvio.ripamonti@unicatt.it Chapter 15 Shose Kessi is a senior lecturer in the Department of Psychology at the University of Cape Town (UCT) The focus of her research is on community-based empowerment and social change, particularly exploring how to address issues of identity, such as race, class, and gender, that impact on people’s participation in transformation efforts She is currently working on the development of Photovoice methodology as a research tool that can raise consciousness and mobilize community groups into social action Before joining UCT, Shose worked in the development sector in the area of reproductive health, HIV/AIDS, and program evaluation She completed her PhD in 2010 at the London School of Economics and Political Science and is a fellow of the WEB DuBois Research Institute, Hutchins Center, Harvard University E-mail: shose.kessi@uct.ac.za Caroline Howarth is associate professor in the Department of Social Psychology at the London School of Economics and Political Science She has a commitment and passion for developing social psychology as a discipline in ways that intersect with current social and political concerns, revealing the necessity of the psychological analysis of “real world” issues that lead to programs for social change Growing up in multicultural communities (in Kenya, South Africa, Papua New Guinea, and Fiji) influenced the way she “does” social psychology, directing her interests towards the political interconnections between community, identity, representation and resistance She is particularly interested in the political implications of connections between identity and representation for participation, intergroup dialogue and social change She is editor of papers on social representations and publishes widely in social, community, and political psychology She is co-editor for Political Psychology and editor of Papers on Social Representations E-mail: c.s.howarth@lse.ac.uk ... Editorial Introduction: Psychology of Reflexivity and Reflexivity for Psychology Sergio Salvatore, Giuseppina Marsico and Ruggero Andrisano Ruggeri vii Theoretical explorations Reflexivity in... Salvatore, Allessandro Gennaro, and Jaan Valsiner Making Sense of Infinite Uniqueness (2013) edited by Sergio Salvatore, Allessandro Gennaro, and Jaan Valsiner Reflexivity and Psychology Edited... Idiographic Science Sergio Salvatore and Jaan Valsiner, Series Editors Reflexivity and Psychology (2015) edited by Giuseppina Marsico, Ruggero Andrisano Ruggieri, and Sergio Salvatore Multicentric