This essay reviews theory and research regarding the “Michelangelo phenomenon,” which describes the manner in which close partners shape one another’s dispositions, values, and behavioral tendencies. Individuals are more likely to exhibit movement toward their ideal selves to the degree that their partners exhibit affirming perception and behavior; exhibiting confidence in the self’s capacity and enacting behaviors that elicit key features of the self’s ideal. In turn, movement towards the ideal self yields enhanced personal well-being and couple well-being. We review (...) empirical evidence regarding this phenomenon and discuss self and partner variables that contribute to the process. (shrink)

ABSTRACT This article contributes to our understanding of how Russians received Bakhtin's concepts, primarily two influential Russian scholars critical of Bakhtin, each from a different perspective. The study of such criticisms is valuable, as it encourages us to reexamine our own sometimes complacent perceptions of Bakhtin's theories. Mikhail Gasparov (1937-2005), an important classicist and preeminent scholar of verse, published virulent criticisms of Bakhtin between 1979 and 2004. His problem with Bakhtin was essentially methodological. Lydia Ginzburg (1902-1990), known for her Notes (...) of a Blockade Person and for scholarship on the genres of diary, memoir, personal letter, and writer's notebook, questioned the psychological presuppositions behind Bakhtin's theories of sympathy and love. Ginzburg also had serious doubts about Bakhtin's idea of the polyphonic novel, and his use of the opposition between the monological and the dialogical to characterize the novels of Tolstoi and Dostoevsky. A close examination of the positions of Bakhtin and Ginzburg on love reveals interesting parallels and differences. The article concludes with suggestions about how Gasparov's and Ginsburg's criticisms can help us read Bakhtin in creative ways. (shrink)

Due to the COVID-19 pandemic, preschool teachers must quickly adjust to online education. During COVID-19, teachers have been forced to embrace technology. This study investigates the lived experiences and challenges of preschool teachers. Employing the Interpretative Phenomenological Analysis, the findings of this study were: It was found that managing parent expectations and dealing with challenging parent behavior were among the sources of stress for preschool teachers. This fear of being judged or criticized by parents could influence their teaching practices and (...) interactions with students, leading to feelings of anxiety or insecurity. Further, preschool teachers faced challenges in implementing blended learning, including technological issues, a lack of support and resources, and difficulties creating engaging online content. However, as teachers gained more experience and knowledge about effectively using online tools and technologies for instruction, these challenges became more manageable. Also limited or unreliable internet connectivity was also a significant challenge faced by teachers and students in the transition to online learning. The digital divide and various technical, bandwidth, and security concerns exacerbated it. Internet connection was a major frustration for her during online classes as it affected her ability to communicate and teach her students effectively. Moreover, preschool teachers have had to adapt to the challenges of blended learning by implementing various strategies and making preparations to guide and support their students effectively. These strategies have included using games and other engaging activities to keep students motivated and engaged, developing online lesson plans, and using online teaching platforms and tools. However, the transition to blended learning has also been a source of stress for preschool teachers. They have had to manage additional workloads and responsibilities and deal with challenges such as supporting students with varying technology access and skills. (shrink)

Russian thought has long been a hybrid of native and imported forms—or more accurately, native values were first conceptualized and systematized according to Western European categories. This essay considers select entries in the Handbook (primarily those discussing Hegel, Solovyov, Tolstoy, and twentieth-century prose writers) not from the perspective of “pure” or abstract philosophy, arguably a Western achievement, but in the context of three traditional Russian virtues: tselostnost’ [wholeness], lichnost’ [personhood], and organichnost’ [organicity]. Each of these virtues, or values, is paradoxical, (...) easily misconstrued, and easily abused. The essay ends speculatively on two studies: the personalist implications of Paul Contino’s exploration of “incarnational realism” in Dostoevsky, and Iain McGilchrist’s work on left- and right-hemispheres of the brain as contexts for the place of Russian thought in the larger world. (shrink)

Both Bakhtin and Vygotsky, as we have seen, responded directly or indirectly to the challenge of Freud. Both attempted to account for their data without resorting to postulating an unconscious in the Freudian sense. By way of contrast, it is instructive here to recall Jacques Lacan—who, among others, has been a beneficiary of Bakhtin’s “semiotic reinterpretation” of Freud.17 Lacan’s case is intriguing, for he retains the unconscious while at the same time submitting Freudian psychoanalysis to rigorous criticism along the lines (...) of Bakhtin. By focusing attention on the dialogic word, he encourages a rereading of Freud in which the social element is crucial. As Lacan opens his essay “The Empty Word and the Full Word”:Whether it sees itself as an instrument of healing, of formation, or of exploration in depth, psychoanalysis has only a single intermediary: the patient’s Word….And every word calls for a reply.I shall show that there is no word without a reply, even if it meets no more than silence, provided that it has an auditor: this is the heart of its function in psychoanalysis.18The word is conceived as a tool not only in the external world but also of an autonomous internal world as well. And what emerges, it would seem, is a reinterpretation of the role of dialogue in the painful maturational process of the child. For Vygotsky, the child’s realization of his separateness from society is not a crisis; after all, his environment provides both the form and the content of his personality. From the start, dialogue reinforces the child’s grasp on reality, as evidenced by the predominantly social and extraverted nature of his earliest egocentric speech. For Lacan, on the contrary, dialogue seems to function as the alienating experience, the stade du miroir phase of a child’s development. The unconscious becomes the seat of all those problems that Bakhtin had externalized: the origin of personality, the possibilities of self-expression. The je-moi opposition in the mirror gives rise to that permanent for “a locus where there is constituted the je which speaks as well as he who has it speak.”19 And consequently, the Word takes on an entirely different coloration: it is no longer merely an ideological sign but a potent tool for repressing knowledge of that gap, the face in the mirror, the Other. Lacan’s celebrated inversion of Saussure’s algorithm, with the line between signifier and signified representing repression, created a powerful but ominous new role for language. The child is released from his alienating image only through discovering himself as Subject, which occurs with language; but this language will inevitably come to him from the Other. Thus speech is based on the idea of lack, and dialogue, on the idea of difference. 17. See Ivanov, “The Significance of M. M. Bakhtin’s Ideas,” p. 314.18. Jacques Lacan, “The Empty Word and the Full Word,” in Speech and Language in Psychoanalysis, ed. and trans. Anthony Wilden , p. 9.19. Lacan, from “La Chose freudienne” , quoted in Wilden, “Lacan and the Discourse of the Other,” in Speech and Language in Psychoanalysis, p. 266. Caryl Emerson, assistant professor of Russian literature at Cornell University, has translated The Dialogic Imagination, Problems of Dostoevsky’s Poetics . She is currently at work, on a study of Boris Godunov in Russian cultural history. (shrink)

_Seeing the World through Children’s Eyes_ brings an overarching emphasis on ‘seeing’ to early years research and provides an opportunity to see and hear from leading researchers in the field concerning how they work with visual methodologies in their early years research.

Standard models of adolescent risk taking posit that the cognitive abilities of adolescents and adults are equivalent, and that increases in risk taking that occur during adolescence are the result of socio emotional differences in impulsivity, sensation seeking, and lack of self-control. Fuzzy-trace theory incorporates these socio emotional differences. However, it predicts that there are also cognitive differences between adolescents and adults, specifically that there are developmental increases in gist-based intuition that reflects understanding. Gist understanding, as opposed to verbatim-based analysis, (...) generally has been hypothesized to have a protective effect on risk taking in adolescence. Gist understanding is also an essential element of informed consent regarding risks in medical decision- making. Evidence thus supports the argument that adolescents’ status as mature minors should be treated as an exception rather than a presumption, because accuracy in verbatim analysis is not mature gist understanding. Use of the exception should be accompanied by medical experts’ input on the bottom-line gist of risks involved in treatment. (shrink)

Introducing Dialogic Pedagogy presents some of the ideas of Russian philosopher Mikhail Bakhtin concerning dialogism in a way that will engage and inspire those studying early childhood education. By translating the growing body of dialogic scholarship into a practical application of teaching and learning with very young children, this book provides readers with alternative ways of examining, engaging and reflecting on practice in the early years to provoke new ways of understanding and enacting pedagogy. This text combines important theoretical ideas (...) with a practical application to support practitioners who are keen to promote creativity and agency through ethical self-other relations. It provides unique insights into the amazing world of the youngest child, and offers enriched understandings of the profound impact of adults in their journey of becoming (or bildung). Key points covered include: Investigating dialogic philosophy and its application to early childhood education, with an emphasis on notions of justice, democracy, ethics and answerability Considering the relationship between dialogism and pedagogical approaches Theorising a range of approaches to relevant early childhood practice, as pedagogy This accessible and readable guide offers sound theoretical principles with practical suggestions for early years' settings. The book is supplemented by an extensive online video resource website that will bring these revolutionary ideas to life.. (shrink)

The Bakhtin we know best is something of a lyricophobe and theatrophobe. This is surprising, since he loves the act of looking. His scenarios rely on visualized, collaborative communion. He cares deeply about embodiment. Does he care about the tasks that confront the actor? Not the improvising clown of carnival (carnival is theater only in the broad sense of performance art), but the trained artist who performs a play script on stage? In discussing these questions, this essay draws on two (...) suggestive places in Bakhtin’s writing where he addresses the actor’s art. One is from the mid-1920s; the other (1944), is on Shakespearean tragedy. If Bakhtin has a theatrical imagination, it will be found here. His grasp of an actor “living in” to a role and his comments on the evolution of the European stage cast his better-known ideas of dialogue, comedy, seriousness and the sacred into unexpected perspective. (shrink)

The foundation of the Christian counselling movement -- Christian counselling in the UK -- The aims of Christian counselling -- Integrating psychological and biblical truth -- Sigmund Freud--the founding father of psychotherapy -- The individual psychology of Alfred Adler -- Abraham Maslow--the man with new age tendencies -- Carl Rogers--a man who believed in himself -- Albert Ellis--the aggressive atheist -- The Bible's verdict on psychological 'truth' -- The case against Larry Crabb -- Self-esteem: the secular foundation -- Self-esteem and (...) the Christian counselling movement -- Self-esteem dogma in the light of scripture. (shrink)

In this essay I will argue that verbal dialogue, when realized successfully in a novel and measured by the tools appropriate to it, approximates that moment in real life we recognize as a “quickening of consciousness.”.

The essay juxtaposes the intellectualpreoccupations and fraught careers of two great20th-century Russian philologist-philosophers,Aleksei Losev and Mikhail Bakhtin. AlthoughLosev''s is the more crippling case, theexternal trajectory of their lives develops inrough parallel (bold, prolific productivity inthe 1920s; arrest and deportation in the1930s; slow reintegration in thepost-Stalinist era; recent revivals, cults,booms, and scandals connected with theirlegacy). What is more, the subject matterthat fascinated them often overlapped (theClassical world, the status of the Word,Dostoevsky). Still, differences overwhelm thesimilarities. The essay concludes withspeculation about these (...) two types ofphilosopher-king squandered, martyred, andelevated by their home culture. (shrink)