scholarly journals Theoretical and Methodological Aspects of the Biographical Reflection Study

2020 ◽  
pp. 44-67
Author(s):  
M.V. Klementyeva ◽  
Keyword(s):  
Life Course ◽  
Life Events ◽  
Gain Control ◽  
Main Property ◽  
Point Of View ◽  
Self Development ◽  
Narrative Interpretation ◽  
Life Path ◽  
The Individual ◽  
The Life Course

The article presents with psychological characteristic of biographical reflection as a reflective analysis of the life course. The author provides an overview of contemporary scienific discussion about biographical reflection, and adduces the data obtained through the study, the subject of which was the psychological content, functions and genesis of the bio-graphical reflection of a personality. In the contemporary scientific psychological discourses, the biographical reflection is considered as a method of studying the personality on the scale of the life path, or as the main property of the personality and of the autobiographical subject. The researchers in Russia and the West are focused on the heterogeneous mechanisms of autobiographical analysis of life events, conditions for understanding the meaning of life, autobiographical knowledge, life narrative, interpretation of an autobiography and a biography. They consider as well the dynamics of these mechanisms in lifespan development. The author offers the reader her own view of the contemporary debate about psychological content, and functions and genesis of the biographical reflection, highlighting important, from her point of view, a reflection of the autobiographical Self in the life changes when there are no social and cultural sources and resources to support development. In the original concept, the author proposed to consider biographical reflection as a resource for the personality self-development in adulthood. This work examined the specific of biographical reflection in an alternation two forms of the reflective analysis: a reflection of «life of Me» and a reflection of «life of Other» (a prototype of generation and culture). The formation process of biographical reflection at the age 17-25 is associated with integrating the heterogeneous mechanisms of life course reflective analysis (existential, cognitive, narrative, and hermeneutic) and interiorizating biographical signs and symbols, which is accompanied by the motivation of self-determination. The author considers the further development of biographical reflection (in age 25–65) as a stage of mastering by adults a reflection as a development resource for affirming the position of the author of life, and gaining arbitrary control over autobiographical Self, and exercise of free choosing a life course, and search for the meanings of life. The author argues that thanks to the mechanisms of biographical reflection, connections are established between the separate life events and new integrity arises as a life course that becomes a form of self-development of a modern adult. These results suggest that modern adults, who are choosing the individualization of life course, are more likely to have higher biographical reflection and use it as recourse to gain control over the quality of the individual life in time.

scholarly journals Subjective Ontology and the Individual’s Lifeworld

2019 ◽  
Vol 15 (1) ◽  
pp. 35-45 ◽  
Author(s):  
E.E. Sapogova
Keyword(s):  
Free Will ◽  
Life Events ◽  
Life Stories ◽  
Mental Processes ◽  
The Core ◽  
Self Development ◽  
Life Journey ◽  
Life Path ◽  
The Individual

The author proposes an interpretation of the core role of subjective ontology in the formation of the individual’s lifeworld. It is shown that the actual implementation of the life journey obliges the person to think ontologically, explaining to oneself, basing on the accumulated experience, how the reality is arranged, and building a version of the causes and consequences of his own existence in it. Solving the tasks of self-development and constructing personal life stories, the individual relies upon some ultimate ontologemes (‘fate’, ‘fortuity’, ‘free will’), each of which generates different foci of interpretation of self-experience and defines the individual semantics of possible life events: if the ontology of free will dominates, then self-interpretation is built primarily as an explanation of human deeds; if the person believes in the predetermination of everything by fate, then life fulfillment would be in the focus of his/her consciousness; if everything is dominated by the fortuity, then life is perceived as a set of unpredictable incidents. The assimilated ultimate ontologemes stimulate the prevalence in self-interpretation of one of the mental processes (belief, thinking, intuition) and thus set three possible frames for the interpretation of the life path: fate — fulfillment — belief; fortuity — incident — intuition; free will — deed — thinking. The lifeworld is represented as a pyramid whose top is formed by subjective ontology that performs a system-forming function in relation to it, and its facets are its epistemological, axiological, praxeological and symbolic dimensions.

scholarly journals Blood Donation across the Life Course: The Influence of Life Events on Donor Lapse

2019 ◽  
Vol 60 (2) ◽  
pp. 257-272 ◽  
Author(s):  
Tjeerd W. Piersma ◽  
René Bekkers ◽  
Wim de Kort ◽  
Eva-Maria Merz
Keyword(s):  
Life Course ◽  
Family Member ◽  
Life Events ◽  
Blood Donation ◽  
Longitudinal Survey ◽  
Blood Collection ◽  
Longitudinal Survey Data ◽  
Health Related ◽  
Human And Social Capital ◽  
The Life Course

This article examines how blood donation loyalty changes across the life course as a result of life events. Previous studies have shown that life events affect involvement in prosocial behavior, possibly as a result of loss of human and social capital. Using registry data from the blood collection agency in the Netherlands, linked to longitudinal survey data from the Donor InSight study (N = 20,560), we examined whether life events are related to blood donor lapse. Childbirth, losing a job, and starting a job increase the likelihood of donor lapse, while health-related events (i.e., blood transfusion in a family member, death of a family member) decrease the likelihood of donor lapse. Moreover, results showed how social and practical concerns explain donors’ decisions to donate blood after the occurrence of life events. We discuss theoretical implications for further studies on prosocial and health-related behavior.

Environment

2013 ◽  
pp. 290-295
Author(s):  
Christopher R. Holroyd ◽  
Nicholas C. Harvey ◽  
Mark H. Edwards ◽  
Cyrus Cooper
Keyword(s):  
Rheumatoid Arthritis ◽  
Life Course ◽  
Disease Risk ◽  
Association Studies ◽  
Population Level ◽  
Environment Interaction ◽  
Disease Pattern ◽  
The Individual ◽  
The Life Course

Musculoskeletal disease covers a broad spectrum of conditions whose aetiology comprises variable genetic and environmental contributions. More recently it has become clear that, particularly early in life, the interaction of gene and environment is critical to the development of later disease. Additionally, only a small proportion of the variation in adult traits such as bone mineral density has been explained by specific genes in genome-wide association studies, suggesting that gene-environment interaction may explain a much larger part of the inheritance of disease risk than previously thought. It is therefore critically important to evaluate the environmental factors which may predispose to diseases such as osteorthritis, osteoporosis, and rheumatoid arthritis both at the individual and at the population level. In this chapter we describe the environmental contributors, across the whole life course, to osteoarthritis, osteoporosis and rheumatoid arthritis, as exemplar conditions. We consider factors such as age, gender, nutrition (including the role of vitamin D), geography, occupation, and the clues that secular changes of disease pattern may yield. We describe the accumulating evidence that conditions such as osteoporosis may be partly determined by the early interplay of environment and genotype, through aetiological mechanisms such as DNA methylation and other epigenetic phenomena. Such studies, and those examining the role of environmental influences across other stages of the life course, suggest that these issues should be addressed at all ages, starting from before conception, in order to optimally reduce the burden of musculoskeletal disorders in future generations.

scholarly journals PREDICTORS OF SELF-CONTINUITY IN LATER LIFE

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S308-S308
Author(s):  
Charikleia Lampraki ◽  
Dario Spini ◽  
Daniela Jopp
Keyword(s):  
Individual Differences ◽  
Life Course ◽  
Life Events ◽  
Childhood Adversity ◽  
Later Life ◽  
Life Course Perspective ◽  
Future Expectations ◽  
Critical Life Events ◽  
Multilevel Hierarchical Models ◽  
The Life Course

Abstract Self-continuity is an identity mechanism that inter-connects past and present experiences with future expectations, creating a coherent whole. However, research is limited regarding inter-individual differences and life course determinants of change in self-continuity. Using a life-course perspective on vulnerability, we investigate how the accumulation of resources (e.g., social, hopeful attitude) and the occurrence of critical life events (e.g., childhood adversity, divorce) across the life course may affect changes in self-continuity. Data derived from the LIVES Intimate Partner Loss Study conducted in Switzerland from 2012 to 2016 (3 waves). The sample consisted of individuals having experienced divorce (N = 403, Mage = 55.43) or bereavement (N = 295, Mage = 69.91) in the second half of life, using a continuously married group as a reference (N = 535, Mage = 65.60). Multilevel hierarchical models were used. Results indicated that as individuals grew older they experienced more self-continuity. More childhood adversity was negatively associated with inter-individual differences in self-continuity for all groups. Divorcees with more childhood adverse events felt significantly less self-continuity as they grew older than divorcees with less childhood adversity. In the bereaved group, more childhood adversity and less hope was linked to lower levels of self-continuity. More hopeful married individuals felt more self-continuity as they grew older than less hopeful ones. In sum, findings demonstrate that self-continuity changes as a function of age, but also differs with regard to the critical life events experienced across the life course and the availability of resources.

Whose life is it anyway? The life course as an observational medium in the education system

2020 ◽  
pp. 147490412096242
Author(s):  
Giancarlo Corsi
Keyword(s):  
System Theory ◽  
Decision Making ◽  
Life Course ◽  
Education System ◽  
Autonomous Observers ◽  
The Individual ◽  
The Life Course

System theory defines the life course ( Lebenslauf) as the medium of education. It is a medium, because the educator sees it as a potential for intervention, impressing pedagogically acceptable forms onto it. Yet the single individuals who are educated are autonomous observers who are exposed to an immense quantity of possible configurations of their lives. This raises a first question: how can education legitimate intentions and motivate pupils to accept the forms with which they collaborate, but which they have not chosen for themselves? A further question is raised by the fact that the life course does not coincide with the ‘career’ that each individual constructs for himself during his lifetime, when he is oriented towards roles in organisational terms (such as jobs) or that are in any case external to the system of education. This paper proposes the hypothesis that the life course and the career are coupled to each other by means of educational selection (certificates and qualifications). While this increases the potential available to the individual, it also increases uncertainty, the burden of decision-making and related risks. One skill that could be developed during education is the ability to manage this potential for combinations.

scholarly journals Az életpálya tanácsadás nemzetközi trendje

2018 ◽  
Vol 5 (1) ◽  
Author(s):  
Nóra Hegyi-Halmos
Keyword(s):  
Job Search ◽  
Career Paths ◽  
Career Guidance ◽  
Point Of View ◽  
Europe 2020 ◽  
Autonomous Activity ◽  
Learning Paths ◽  
Life Path ◽  
The Individual ◽  
And Training

Az egyén életútját, karrierútját számos, tőle független körülmény befolyásolja. A gazdaság szerkezeti átalakulása, a pénzpiac előretörése, a foglalkoztatás csökkenése, a bérek polarizálódása, az általánosan instabil munkaerő-piaci környezet egyre nehezebbé teszi az egyén, de a társadalom számára is az alkalmazkodást. Ilyen társadalmi és gazdasági környezetben fontos feladat lehet az egyént felkészíteni arra, hogy – lehetőségeihez mérten – képes legyen élni az adódó lehetőségekkel, tudjon a körülményeknek megfelelően reagálni, változni és változtatni, saját tanulási útját és karrierútját menedzselni. Az életpálya-építési kompetenciák, vagyis a munka világában való eligazodás, a szakmai pályák ismerete, az álláskeresési készségek, a tanulási utak és képzési lehetőségek ismerete, valamint az önismeret kialakítása és fejlesztése segíthet az egyén számára a nehézségek leküzdésében. A fent leírt kompetenciák megalapozásának és fejlesztésének egyik alappillére lehet az iskolai pályaorientáció. Az életút-támogató pályaorientáció olyan folyamatként tekint a pályaorientációra, ami az egyént egész életútján át elkíséri, azonban nagyban épít az egyén önálló aktivitására. A modern (Savickas,Lent-Brown-Hackett, Krumboltz, Peterson-Sampson-Reardon-Lenz) és posztmodern elméletek (Bezanson, Brousseau) a régebben született modellek szintézisének is tekinthetőek, melyek közös elemei az életút-szemlélet, az életút során megjelenő döntési helyzetek kiemelése, valamint az életpálya-építés folyamatában az egyén önálló aktivitásának hangsúlyozása. A modern elméletekben megjelenő életpálya szemlélet, kapcsolódva az élethosszig tartó tanulás gondolatához az Európai Unió oktatáspolitikai és foglalkoztatáspolitikai irányelveinek alapgondolatává vált, mint a gazdasági problémák megoldásának egyik eszköze. Az uniós dokumentumokban, (Memorandum 2000, Lisszaboni Stratégia, 2000, Oktatás és Képzés 2010., 2020., Európa 2020., OECD, 2004., 2011) irányelvekben visszatérő elemként jelenik meg a készségek és kulcskompetenciák fejlesztése, az egyénhez alkalmazkodó tanulási igény kielégítése, az innovatív pedagógia, valamint az intézményrendszer rugalmassága, mely elengedhetetlenül fontos az egyéni tanulási utak támogatásának, és a különféle tanulási utakon szerzett kompetenciák elismerésének szempontjából. A szemléletváltás megjelent a nemzeti stratégiák szintjén is, azonban a valódi, hétköznapi gyakorlatban számos ország egyelőre csak javaslatként tekint az uniós ajánlásokra, de azok mindennapi gyakorlatba való beépítése meglehetősen esetleges.***An individual’s life and career is influenced by a number of independent factors: the structural transformation of the economy, the rise of the capital market, the decline in employment, the polarization of salaries, and the generally instable labour market environment make adjustment more and more difficult not only for the individual but for society as well. An individual’s career is hardly plannable, the fast changes in circumstances and the need to perform well in multiple roles results in uncertainty and puzzlement. In such a social and economic environment it is important to prepare the individual – taking their opportunities into consideration – to be able to take advantage of arising opportunities, be able to react to circumstances adequately, to be able to change and make changes, and manage their own learning and career paths. Career building competences, that is, the ability to find one’s way in the world of work, knowledge of professions, job search skills, knowledge of learning paths and training opportunities, and self-knowledge development can help individuals overcome difficulties even if we know that career paths have an objective economic definiteness that individuals cannot change. Career guidance in schools can be one of the pillars of founding and developing the above described competences.Career-supportive guidance sees career guidance as a process that accompanies individuals throughout their lives but builds on the individuals’ autonomous activity to a great extent. Modern (Savickas, Lent-Brown-Hackett, Krumboltz, Peterson-Sampson-Reardon-Lenz) and post-modern theories (Bezanson, Brousseau)can be understood as the synthesis of older models, whose common elements are the life-path approach, highlighting decision-making situations during one’s life, and emphasizing the individual’s independent activity in the process of career building.The career approach appearing in modern theories, connected to the idea of lifelong learning, became the basic motif in the directives of the European Union’s educational and employment policies as one of the tools of solving economic issues. In European Union documents (Memorandum 2000, Lisbon Strategy, 2000, Education and Training 2010., 2020., Europe 2020., OECD, 2004., 2011) and directives the development of skills and key competences, the fulfilment of leaning needs that accommodate individuals, innovative pedagogy and the flexibility of the system of institutions appear as a recurring motif, which are indispensably important from the point of view of supporting individual learning paths and acknowledging competences gained through different learning paths. The change of attitude appeared on the level of national strategies as well, but a number of countries consider the EU directives to be no more than recommendations in real every-day practice and their implementation is scarce.

scholarly journals AGENCY AS IDEOLOGY: PRECARITY AND DISEMBEDDEDNESS IN THE 21ST CENTURY LIFE COURSE

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S589-S589
Author(s):  
wenxuan huang
Keyword(s):  
Life Course ◽  
Transition To Adulthood ◽  
Social Institutions ◽  
Historical Time ◽  
Cultural Traditions ◽  
Individual Level ◽  
Individual Agency ◽  
Transition Research ◽  
The Individual ◽  
The Life Course

Abstract The “individualization” thesis has gradually merged into the discussion of increasing heterogeneity of the life course as well as growing inequality over historical time. As individuals are “disembedded” from both cultural traditions and more recently social institutions, individual agency has drawn revived interest in outlining “choice biography” that is seen as paramount to personal outcomes and even containing overcoming force against structure. This practice mutes the consideration of the ongoing forces of social structure that by their very nature continue to constitute individual selves and possibilities. The uncritical treatment of individual agency makes it problematic for the study of precarity, mystifying and obscuring the analysis of inequality-generating mechanisms, reducing them to the individual-level. We analyze current uses of the concept of agency in the life course research, and particularly in the areas of transition research, e.g., transition to adulthood/retirement, where individual agency is assumed to be most active.

scholarly journals AGING DISPLAYED IN SELF-PORTRAITS OF ARTISTS

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S180-S180
Author(s):  
Manfred Gogol
Keyword(s):  
Life Course ◽  
Aging Process ◽  
Point Of View ◽  
Pablo Picasso ◽  
Van Gogh ◽  
Vincent Van Gogh ◽  
15Th Century ◽  
Common Representation ◽  
The Life Course ◽  
Lovis Corinth

Abstract A self-portrait is a common representation of an artist with different techniques by that artist and emerged since the 15th century. Albrecht Dürer was one of the first artists who performed various self-portraits during his life. The fascinating aspect from a gerontological point of view is that artists show themselves throughout the aging process as well as sometimes with manifest signs of diseases. The poster show self-portraits over the life course from Rembrandt van Rijn (1606-69), Vincent van Gogh (1853-90), Ferdinand Hodler (1853-1918), Lovis Corinth (1858-1925), Helene Schjerfbeck (1862-1946), Edvard Munch (1863-1944), Käthe Kollwitz (1867-1945), Pablo Picasso (1881-1973), and Max Beckmann (1884-1950).

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