1,721,043 research outputs found
Xu, S., Marsico, G., (2020). Research Tandems in international collaboration: Luxembourg-China. In S., Xu and G. Marsico (Eds.), (2020). Where Culture Grows: Social Ecology of a Chinese Kindergarten, Cultural Psychology of Education, 12, pp. (1-7), Cham, CH: Springer
No full textCultural evolvement in the Chinese context shares some commonality with other countries, such as the influence of informatization and globalization, under which capitalism and technology has become two main principles organizing social life. Meanwhile, it has its own unique characteristics derived from the cultural variety of vast territory and large population, one-child policy used to control the population and rapid revolution, development and correction in this country. All these factors have converged to form a chaotic state in the transition of cultural evolvement. Under the background of radical social transformation, neither traditional Chinese cultural systems nor Western values can be used as ready-made standards for people to understand their social life practice. New practice calls for new values to understand itself and the re-constructing process of value systems can present itself as disorder to some extent. In our practice, we have observed some special problems, which deserve to be further discussed
L'insegnamento della salute globale nelle facoltà non sanitarie
No full textIl capitolo analizza l'esperienza e l'offerta dell'insegnamento della salute globale in facoltà non sanitarie a livello internazionale e nazionale
Li, X.W., Xu S., Marsico., G., (2020). Dialogues on basic educational needs : East and West. In S., Xu and G. Marsico (Eds.), (2020). Where Culture Grows: Social Ecology of a Chinese Kindergarten, Cultural Psychology of Education, 12, (pp. 9-15), Cham, CH: Springer;
No full textThis book comes from a long-lasting concern in constructing a cultural psychology of education by integrating international research efforts from a large variety of social and cultural background (Marsico, 2017; Valsiner, 2009). In the last years, the IBEF-Center of Ideas for the Basic Education of the Future (International Network on Innovative Learning, Teaching Environments and Practices) has been established. It is based in Shanghai and has universities and scholars from Luxembourg, Italy, Brazil, Denmark, Noeway and China in the network. This book, as the first book publication born in the network, is mainly contributed by young scholars and master students from East China Normal University and University of Luxembourg’s joint work in a Chinese kindergarten in Shanghai for one and half months in the summer of 2018. In that summer, one Chinese student and one Luxembourg student pair with each other as a research tandem to conduct a research internship together. Research tandem in one specific Shanghai kindergarten is the biggest characteristic of this project. The research tandem, as innovative reaserch device, is simple. The idea is to form a couple of one insider (a Chinese student) with a foreigner (the Luxembourg psychology student) on the basis of common, previously explored, reaserch interests. In this process, both sides are exposed to the experience of “defamiliarization”: Luxembourg students are faced with totally different cultural and educational context, while Chinese students need to respond to their doubts and curiosity. Discussion and negotiation between students from the two backgrounds has continued throughout the whole research period. Both sides need to re-examine their cultural beliefs and premises, which have been taken for granted in their daily practice. This encountering has provided an opportunity for the “epoche” of phenomenology, which makes it possible to analyze deeply the conscious states of young children
Marsico., G., (2020). Cultural Psychology of schooling beyond the silk road. In S., Xu and G. Marsico (Eds.), (2020). Where Culture Grows: Social Ecology of a Chinese Kindergarten, Cultural Psychology of Education, 12, (pp. v-vii), Cham, CH: Springer;
No full textThis book titled Where Culture Grows: Social Ecology of a Chinese Kindergarten
is innovative in many ways. First, in its content and, then, in its format. It is an in
depth diving in the Shanghai kindergarten system (which is the most advanced
educational proposal in the early childhood education of the entire China) made by
a group of young researcher coming from Luxembourg. Aside of the apparently
bizarre Luxembourg-China connection, the volume documented the efficacy of a
new methodological tool called Research Tandems that has been tested for the first
time in the occasion of the research visit of Luxembourgish young scholars to
Shanghai in 2018
Chaudhary, N., Palackal, A., Marsico, G., Valsiner, J. (2021). Identity and Culture: Towards a synthetic understanding of two nebulous concepts. In A. Palackal, N. Chaudhary, G., Marsico, (2021). Making of Distinctions: Towards A Social Science of Inclusive Oppositions, pp. ix-xviii, Charlotte,USA: InfoAgePublishing
No full textCultural meanings are derived through the active engagement of human beings in their ordinary socially embedded lives. As a result, the everyday notions derived from practice are necessarily vague to fit the various uses. Both key terms—identity and culture—that the reader encounters in this book are polyphonic. We use these terms in ways that cover a multitude of meanings at the same time—and these meanings lead us to feel into ourselves and our living environments with sudden passion. Consider the self-accusations—“I have no identity” and “I have no culture”—and the displeasure of even seeing these words on paper makes one uncomfortable. We do not clearly know what identity and culture are—but we feel challenged if accused (even by ourselves) of not “having” them! But are these common-sense constructs open to “having” them like we might possess our belongings—from stone axes to expensive jewelry to weapons of war? The answer here is NO—we can live by our own beliefs in who we are, and through the meaningful events in our lives we consider cultural—liking particular sari designs or brands of handbags, the performances of street musicians or orchestras in concert halls. We create our indigenous meanings of culture and identity—which are then cultural tools for our own lives. In everyday life we remain quite unconcerned about the imprecise nature of these terms, but use them profusely
Tateo, L., Marsico, G., Valsiner, J. (2022). Cultural Psychology. In: J. Zumbach, D. Bernstein, S., Narciss, G. Marsico (Eds.) International Handbook of Psychology Learning and Teaching. Springer International Handbooks of Education. Springer, 8pp. 1-19), https://doi.org/10.1007/978-3-030-26248-8_28-1
No full textThe chapter presents an overview and the historical background of what can be considered the family of “cultural psychologies,” that is, those approaches that, since the 1990s, have brought back the cultural context and the meaning-making at the center of psychological theories. First, the core principles of cultural psychology are defined. The historical roots and main authors are briefly presented, reconstructing the historical trajectory of an apparently new perspective with solid historical bases. Then, the current scholarly global landscape is sketched. The ideal curriculum of cultural psychology program is presented in terms of learning goals and descriptors. Afterward, selected instructional approaches are illuminated with examples of pedagogical scenarios that an instructor can implement and easily adapt to the different learning contexts. As a matter of conclusion, the challenges that cultural psychology is launching to the current curricula in psychology are presented. We emphasize the potentialities of cultural psychology to fertilize the different sub-areas of psychological sciences by introducing a perspective of integral humanism, that is, to re-appreciate the rich educational background that characterized psychology since its beginnings
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
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