Rearticulating theory and methodology for perezhivanie and becoming

Tracing flat CHAT assemblages and embodied intensities

Authors

DOI:

https://doi.org/10.7146/ocps.v24i1.135502

Keywords:

affect, dialogic semiotics, enriched environments, ethico-onto-epistemology, perezhivanie

Abstract

Taking up Lemke’s (2000) critical questions of how moments add up to lives and social life, we articulate theoretical and methodological frameworks for perezhivanie and becoming, challenging binaries that splinter entangled flows of perezhivanie into frozen categories. Working from a flat CHAT notion of assemblage to develop an ontology of moments, we stress consequentiality, arguing it emerges in intersections of embodied intensities (not only affective, but also indexical, intra-actional, and historic), the dispersed bio-cultural-historical weight of artifacts and practices, and dialogic resonances across moments. Methodologically, we take an ethico-onto-epistemological perspective to systematically study perezhivanie. The bio-ecological model of rich environments (centered around meaningful complexity, agency, and individual optimization) offers both a key framework for understanding becoming and a design framework for transdisciplinary realizations of ethico-onto-epistemological practice. We illustrate these frameworks with examples from four research projects: a university physics lab group doing and writing an experiment, a former pastor managing bipolar disorder and rejecting faith, a sustained social justice education program at a university, and intersections of aging policies, media representations, and stroke survival in Brazil. Finally, we argue that an ontology of moments centered on consequentiality can illuminate perezhivanie's relationship to becoming and that the model of enriched environments offers metrics to assess and design environments.

References

Agha, A. (2007). Language and social relations. Cambridge University Press

Alwis, D. S., & Rajan, R. (2014). Environmental enrichment and the sensory brain: The role of enrichment in remediating brain injury. Frontiers in Systems Neuroscience, 8, Article 156. https://doi.org/10.3389/fnsys.2014.00156

Ansell, K. (2020). Cultivating adaptive expertise in the introductory physics laboratory [Dissertation, University of Illinois Urbana-Champaign]. http://hdl.handle.net/2142/107872

Bakhtin, M. (1981). The dialogic imagination: Four Essays. (C. Emerson & M. Holquist, Trans.; M. Holquist, Ed.). University of Texas Press.

Bakhtin, M. (1986). Speech genres and other late essays. (C. Emerson & M. Holquist, Eds.). University of Texas Press.

Bang, M. & Vossoughi, S. (2016). Participatory design research and educational justice: Studying learning and relations within social change making, Cognition and Instruction, 34:3, 173-193.

Barad, K. (2017). What flashes up: Theological-political-scientific fragments. In C. Keller & M.J. Rubenstein (Eds.), Entangled worlds: Religion, science, and new materialisms (pp. 21-88). Fordham University Press.

Barad, K. (2010). Quantum entanglements and hauntilogical relations of inheritance: Dis/continuities, spacetime enfoldings, and justice-to-come. Derrida Today, 3(2), 240-268.

Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Duke University Press.

Becvar Weddle, A., & Hollan, J. D. (2010). Professional perception and expert action: Scaffolding embodied practices in professional education. Mind, Culture, and Activity, 17(2), 118-148.

Bloome, D, Puro, P., & Theodorou, E. (1989). Procedural display and classroom lessons. Curriculum Inquiry, 19, 265-291.

Blunden, A. (2016). Translating perezhivanie into English. Mind, Culture, and Activity, 23(4), 274-283.

BomBril (2011a, October 25). Comercial BOMBRIL - Para senhoras de idade avançada. [Video]. YouTube. https://www.youtube.com/watch?v=bEjR_zn04P4

BomBril (2011b, October 25). Comercial BOMBRIL – Família Bombril: o avô. [Video]. YouTube. https://www.youtube.com/watch?v=v-6TOELc6_Q Access: Aug 2, 2021.

Bordenstein, S., & Theis, K. (2015). Host biology in light of the microbiome: Ten principles of holobionts and hologenomes. PLOS Biology, 13, e1002226. https://doi.org/10.1371/journal.pbio.1002226

Brasil (1994). Política Nacional do Idoso [National Policy for the Elderly]. Law nº 8.842, January 4th, 1994. Brasília, DF.

Brasil (2003). Estatuto do Idoso [Elderly Statute]. Law nº 10.741, October 1st, 2003. Brasília, DF.

Churchill, J. D., Galvez, R., Colcombe, S., Swain, R. A., Kramer, A. F., & Greenough, W. T. (2002). Exercise, experience, and the aging brain. Neurobiology of Aging, 23(5), 941–955.

Cole, M. (1995). Socio-cultural-historical psychology: Some general remarks and a proposal for a new kind of cultural-genetic methodology. In J. Wertsch, P. del Rio, & A. Alvarez (Eds.), Sociocultural studies of mind (pp.187-214). Cambridge University Press.

Cole, M. (1996). Cultural psychology: A once and future discipline. Harvard University Press.

Coupland, N. (2008). The delicate constitution of identity in face-to-face accommodation: A response to Trudgill. Language in Society, 37, 267-270.

Csikszentmihalyi, M. (2014). Flow and the foundations of positive psychology: The collected works of Mihalyi Csikszentmihalyi (Vol. 2). Springer.

del Rio, P., & Alvarez, A. (2007) Inside and outside the zone of proximal development. An ecofunctional reading of Vygotsky. In J. H. Daniels, M Cole, & J. V. Wertsch (Eds.) The Cambridge Companion to Vygotsky (pp. 215-247). Cambridge University Press.

Deleuze, G., & Guattari, F. (1987). A thousand plateaus: Capitalism and schizophrenia. (B. Massumi, Trans.). University of Minnesota Press.

Engeström, Y. (1987). Learning by expanding: An activity-theoretic approach to developmental research. Orienta-Konsultit.

Engeström, Y. (2006). Development, movement, and agency: Breaking away into mycorrhizae activities. In K. Yamazumi (Ed.). Building activity theory in practice: Toward the next generation (pp. 1–43). Center for Human Activity Theory, Kansai University.

Engeström, Y, & Sanino, A. (2010). Studies of expansive learning: Foundations, findings, and future challenges. Educational Research Review, 5, 1-24.

Erstad, O., Gilje, Ø., Sefton-Green, J., & Arnseth, H.C. (2016). Learning identities, education and community: Young lives in the cosmopolitan city. Cambridge University Press.

Ferholt, B., & Nilsson, M. (2016). Perezhivaniya as a means of creating the aesthetic form of consciousness. Mind, Culture, and Activity, 23, 294-304.

Fleer, M., González Rey, F., & Veresov, N. (2017). Perezhivanie, emotions, and subjectivity: Advancing Vygotsky's legacy. Springer.

Foucault, M. (1977). Discipline and punish: The birth of prison. (A. Sheridan, Trans.). Pantheon.

Freire, P. (1970). Pedagogy of the oppressed. (M. Ramos, Trans.). Seabury.

Fugiwara, R. V. E. (2013). Processos de (inter)compreensão nas afasias: um estudo neurolinguístico na perspectiva bakhtiniana. Tese (doutorado). Instituto de Estudos da Linguagem. Universidade Estadual de Campinas.

Gallagher, J. R., Turnipseed, N., Yoritomo, J. Y., Elliott, C. M., Cooper, S. L., Popovics, J. S., Prior, P., & Zilles, J. L. (2020). A collaborative longitudinal design for supporting writing pedagogies of STEM faculty. Technical Communication Quarterly, 29(4), 411–426.

Gilbert, S.F. (2019). Evolutionary transitions revisited: Holobiont evo-devo. Journal of Experimental Zoology B: Molecular and Developmental Evolution, 332 (8), 307-314.

Goffman, E. (1981). Forms of talk. University of Pennsylvania Press.

Goffman, E. (1974). Frame analysis: An essay on the organization of experience. New York: Harper & Row

González Rey, F. (1999). Personality, subject and human development: The subjective character of human activity. In S. Chaiklin, M. Hedegaard, & J. Uffe. (Eds.), Activity theory and social practice: Cultural-historical approaches (pp. 253-275). Aarhus University Press.

González Rey, F. L. (2009). Historical relevance of Vygotsky’s work: Its significance for a new approach to the problem of subjectivity in psychology. Outlines. Critical Practice Studies, 11(1), 59–73. https://doi.org/10.7146/ocps.v11i1.2589

González Rey, F. (2011). The path to subjectivity: Advancing alternative understandings of Vygotsky and cultural historical legacy. In P. Portes & S. Salas (Eds.), Vygotsky in 21st century society: Advances in cultural historical theory and praxis with non-dominant communities (pp. 32-49). Peter Lang.

González Rey, F. (2017). Advances in subjectivity from a cultural-historical perspective: Unfoldings and consequences for cultural studies today. In M. Fleer, F. González Rey, & N. Veresov (Eds.), Perezhivanie, emotions, and subjectivity: Advancing Vygotsky's legacy (pp. 173-193). Springer Nature.

González Rey, F. (2019). Subjectivity as a new theoretical, epistemological and methodological pathway within cultural-historical psychology. In F. Gonzalez Rey, A. Martinez, & D. Goulart (Eds.), Subjectivity within cultural-historical approach: Theory, methodology, and research (pp. 21-36). Springer Nature.

Guiterrez, K. (2018). Social design-based experiments: A proleptic approach to literacy. Literacy Research: Theory, Method, and Practice, 67, 86-108.

Hanks, W. (1990). Referential practice: Language and lived space among the Maya. University of Chicago Press.

Hanks, W. (1996). Exorcism and the description of participant roles. In M. Silverstein, & G. Urban (Eds.) Natural Histories of Discourse (pp. 160-202). University of Chicago Press.

Haraway, D. (2016). Staying with the trouble: Making kin in the Chthulucene. Duke University Press.

Hasson, Uri, Giovanna Egidi, Marco Marelli, and Roel M. Willems. (2018). Grounding the neurobiology of language in first principles: The necessity of non-language-centric explanations for language comprehension. Cognition, 180, 135-157.

Hebb, D.O. (1949). The organization of behavior: A neuropsychological theory. Wiley.

Hengst, J.A. (2001). Collaborating on reference: A study of discourse and aphasia. Unpublished doctoral dissertation, University of Illinois, Urbana.

Hengst, J.A. (2015). Distributed communication: Implications of cultural-historical activity theory (CHAT) for communication disorders. Journal of Communication Disorders, 57, 16-28.

Hengst, J.A. (2020). Understanding everyday communicative interactions: Introduction to situated discourse analysis for Communication Sciences and Disorders. New York: Routledge.

Hengst, J.A., Duff, M.C., & Jones, T. (2019). Enriching communicative environments: Leveraging advances in neuroplasticity for improving outcomes in neurogenic communication disorders. American Journal of Speech-Language Pathology, 28, 216-229.

Hengst, J.A., McCartin, M., Valentino, H, Devanga, S., & Sherrill, M. (2016). Mapping communicative activity: A CHAT approach to design of pseudo-intelligent mediators for Alternative and Augmentative Communication. Outlines. Critical Practice Studies, 17(1), 5-38.

Hengst, J.A., & Miller, P.J. (1999). The heterogeneity of discourse genres: Implications for development. World Englishes, 18, 325-341.

Hickcox, A. (2007). Green belt, white city: Race and the natural landscape in Boulder, Colorado. Discourse, 29(2), 236-259.

Hockey, J., & James, A. (1993). Infantilization as social discourse. Growing up and growing old: Age and dependency in the life course. Sage.

Hollett, T., & Hein, R. (2019). Affective atmospheres and skatepark sessions: The spatiotemporal contours of interest. Learning, Culture and Social Interaction, 23, Article: 100265. https://doi.org/10.1016/j.lcsi.2018.12.001

Holzman, L. (2017). Vygotsky at work and play (2nd ed). Routledge.

Hutchins, E. (1995). Cognition in the wild. MIT Press.

IBGE, (2018) Projeções da População do Brasil e Unidades da Federação por sexo e idade: 2010-2060, Rio de Janeiro. https://www.ibge.gov.br/estatisticas/sociais/populacao/9109-projecao-da-populacao.html?=&t=resultados. Access: Nov 21, 2021.

Itaú (2016a, April 6). Digitau: nosso app é facinho de usar como o Facebook. [Video]. YouTube. https://www.youtube.com/watch?v=kimGRgCRN6w.

Itaú (2016b, April 6). Digitau: app funciona na maioria do smartphones, inclusive no seu! [Video]. YouTube. https://www.youtube.com/watch?v=BCGEagX86f8.

Itaú (2016c, April 6). Digitau: dicas no app já no primeiro acesso pra quem não manja de tecnologia. [Video]. YouTube. https://www.youtube.com/watch?v=sR6CfTAODrA.

Itaú (2016d, April 11). Baixe o app Itaú no celular. [Video]. YouTube. https://www.youtube.com/watch?v=hdthBSDwojo.

Jóhannsdóttir, T., & Roth, W. M. (2014). Experiencing (Pereživanie) as developmental category: Learning from a fisherman who is becoming (as) a teacher-in-a-village-school. Outlines. Critical Practice Studies, 15(3), 54-78.

Jornet, A., & Roth, W. M. (2016). Perezhivanie—A monist concept for a monist theory. Mind, Culture, and Activity, 23, 353-355

Kalache, A. (2014). Respondendo à revolução da longevidade. Ciência & Saúde Coletiva, 19, 3306.

Kendon, A. (1990). Conducting interaction: Patterns of behavior in focused encounters. Cambridge University Press.

King, M. L., Jr. (1965). Commencement Address. Oberlin College. https://www2.oberlin.edu/external/EOG/BlackHistoryMonth/MLK/CommAddress.html

Knorr-Cetina, K. (1981). The manufacture of knowledge: An essay on the constructivist and contextual nature of science. Pergamon Press.

Ko, M. M., & Krist, C. (2019). Opening up curricula to redistribute epistemic agency: A framework for supporting science teaching. Science Education, 103(4), 979–1010.

Latour, B. (2005). Reassembling the social: An introduction to actor-network theory. Oxford University Press.

Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.

Latour, B., & Woolgar, S. (1986). Laboratory life: The construction of scientific facts. Princeton University Press.

Leander, K., & Boldt, G. (2013). Rereading “A pedagogy of multiliteracies” bodies, texts, and emergence. Journal of Literacy Research, 45(1), 22-46.

Leander, K. M., & Ehret, C. (Eds.). (2019). Affect in literacy learning and teaching: Pedagogies, politics and coming to know. Routledge.

Lemke, J. (2000). Across the scales of time: Artifacts, activities, and meanings in ecosocial systems. Mind, Culture, and Activity, 7, 273–290

Linell, P. (2009). Rethinking language, mind, and world dialogically: Interactional and contextual theories of human sense-making. Information Age Publishing.

Leont’ev, A.N. (1978). Activity, consciousness, and personality. Prentice-Hall.

Mainardes, J. (2022). Contributions from the ethico-onto-epistemological perspective for research in the field of education policy. Education Policy Analysis Archives, 30 (146) https://doi.org/10.14507/epaa.30.7436

Maran, T. and Kull, K. (2014). Ecosemiotics: Main principles and current developments, Geografiska Annaler: Series B, Human Geography, 96, 41–50.

Margulis, L. (1991). Symbiogenesis and symbionticism. In L. Margulis & R. Fester (Eds.), Symbiosis as a source of evolutionary innovation: Speciation and morphogenesis (pp. 1-15). MIT Press.

Massumi, B. (2002). Parables for the virtual. Duke University Press.

Mazuchelli, L. P. (2019). Stereotypes and representations: Discourses on and in ag(e)ing. Published doctoral dissertation. State University of Campinas, Campinas.

McNeil, L.M. (1986). Contradictions of control: School structure and school knowledge. Routledge & Kegan Paul.

Miller, P.J., Hengst, J.A., Alexander, K., & Sperry, L.L. (2000). Versions of personal story telling, versions of experience: Genres as tools for creating alternate realities. In K. Rosengren, C. Johnson, & P. Harris (Eds.), Imagining the impossible: The development of magical, scientific, and religious thinking in contemporary society (pp. 212-246). Cambridge University Press.

Miller, P.J., Hengst, J.A., & Wang, S. (2003). Ethnographic methods: Applications from developmental cultural psychology. In P.M. Camic, J.E. Rhodes, & L. Yardley (Eds.), Qualitative research in psychology: Expanding perspectives in methodology and design (pp. 219-242). American Psychological Association

Minick, N. (1993). Teacher's directives. In S. Chaiklin, & J. Lave (eds.), Understanding practice: Perspectives on activity and context (pp. 343-374). Cambridge University Press.

Mol, A. (2002). The body multiple: Ontology in medical practice. Duke University Press.

Muotri, A., & Gage, F. (2006). Generation of neuronal variability and complexity. Nature, 441, 1087-1093.

New London Group. (1996). A pedagogy of multi-literacies: Designing social futures. Harvard Educational Review. 66, 60-92.

Paquola, A., Erwin, J., & Gage, F. (2017). Insights into the role of somatic mosaicism in the brain. Current Opinion in Systems Biology, 1, 90-94.

Peirce, C. (1998). The essential Pierce: Selected philosophical writings, volume 2 (1893-1913). Indiana University Press.

Perrin, D. (2012). Transdisciplinary action research: Bringing together communication and media researchers and practitioners. Journal of Applied Media and Journalism Studies, 1, 3-23.

Prior, N. (2020). What's in a moment? What can be learned about pair bonding from studying moment-to-moment behavioral synchrony between partners. Frontiers in Psychology, 11:1370. doi: 10.3389/fpsyg.2020.01370

Prior, P. (2018). How do moments add up to lives? Trajectories of semiotic becoming vs. tales of school learning in four modes. In R. Wysocki and M. Sheridan (Eds.), Making future matters. Utah State Press/Computers and Composition Digital Press. http://ccdigitalpress.org/book/makingfuturematters/

Prior, P. (1998). Writing/disciplinarity: A sociohistoric account of literate activity in the academy. Lawrence Erlbaum Associates.

Prior, P., & Hengst, J. A. (2010). Introduction: Exploring semiotic remediation. In P. Prior & J. A. Hengst (Eds.), Exploring semiotic remediation as discourse practice (pp. 1-23). Palgrave MacMillan.

Prior, P., & Olinger, A. (2019.) Academic literacies as laminated assemblage and embodied semiotic becoming. In D. Bloome, M. Lucia Castanheira, C. Leung, & J. Rowsell (Eds.), Retheorizing literacy practices: Complex social and cultural contexts (pp. 126-139). Routledge.

Prior, P., & Schaffner, S. (2011). Bird identification as a family of activities: Motives, mediating artifacts, and laminated assemblages. Ethos: Journal of the Society for Psychological Anthropology, 39, 51–70.

Prior, P., & Shipka, J. (2003). Chronotopic lamination: Tracing the contours of literate activity. In C. Bazerman & D. Russell (Eds.), Writing selves, writing societies: Research from activity perspectives (pp. 180-238). The WAC Clearinghouse & Mind, Culture, and Activity. http://wac.colostate.edu/books/selves_societies/

Radabaugh, H. L., LaPorte, M. J., Greene, A. M., Bondi, C. O., Lajud, N., & Kline, A. E. (2017). Refining environmental enrichment to advance rehabilitation based research after experimental traumatic brain injury. Experimental Neurology, 294, 12–18.

Rommetveit, R. (1985). Language acquisition as increasing linguistic structuring of experience and symbolic behavior control. In J. Wertsch (Ed.), Culture, communication, and cognition Vygotskyan perspectives (pp. 183-204). Cambridge University Press.

Roozen, K. (2020). Coming to act with tables: Tracing the laminated trajectories of an engineer-in-the-making. Learning, Culture and Social Interaction, 24, March, Article 1000284

Roozen, K., & Erickson, J. (2017). Expanding literate landscapes: Persons, practices, and sociohistoric perspectives of disciplinary development. Computers and Composition Digital Press/Utah State University Press. http://ccdigitalpress.org/expanding

Downloads

Published

2024-02-11

How to Cite

Prior, P., Hengst, J., Kovanen, B., Mazuchelli, L., Turnipseed, N., & Ware, R. (2024). Rearticulating theory and methodology for perezhivanie and becoming: Tracing flat CHAT assemblages and embodied intensities. Outlines. Critical Practice Studies, 24(1), 4–44. https://doi.org/10.7146/ocps.v24i1.135502