Controversy as a Developmental Tool in Cross Self-Confrontation Analysis

Abstract

In Psychology, the issue of language usage as a means of action in psychological life requires that
we question the relations between the forms of language expression and their psychological
functions. The current paper contributes to an understanding of this question. The relation
between form and function is examined here, with particular focus on a discursive and dialogic
method employed in the Activity Clinic approach to elicit controversy as a means of developing
dialogical thinking. We argue that the interfunctionality of levels of dialogue serves developmental
processes, promoting thought and the possibilities for its elaboration. We describe these
developmental processes on the basis of an empirical analysis of a sequence from an intervention
conducted with Roman Catholic Priests on preaching in homily. Our methodological frameworks
have the function of vivifying dialogical thinking about work, by making use of the
interfunctionality of levels of dialogue and the vital function of social relations in the
psychological life of the subjects.