Lekens kraft for vart identitetsbyggande kan inte nog betonas. For hur ska otrygga barn som famla... more Lekens kraft for vart identitetsbyggande kan inte nog betonas. For hur ska otrygga barn som famlar efter en identitet kunna lara sig matte eller svenska?
A phenomenological notion of wellbeing of elderly people : Professional carers' experiences o... more A phenomenological notion of wellbeing of elderly people : Professional carers' experiences of elderly people's wellbeing within the frame of special housing accommodation (SHA)
1. Objective; Identity and computer gaming as social problem – and as intellectual. Reports of co... more 1. Objective; Identity and computer gaming as social problem – and as intellectual. Reports of computer gaming as a problematic phenomenon have become common. It is easy to imagine gaming as a field for children and teenagers with weak basis in ordinary everyday life indulging in fantasy activities. One boy takes his computer and moves to a friend, when his mother lays restrictions on the time in front of the screen. Another boy is taken to compulsory nursing for his gaming ”addiction”. (Concerning the amount of time spent in front of the screen gaming, reports give surprising figures up to 12-14 hours a day, [Turkle 1995, Metro and Rapport 06-11-29].) These examples indicate private psycho-social problems; when they get numerous, they grow into ”social problems”. The intellectual objective with this paper is twofold: 1) to understand the strong fascination of computer gaming by trying its relation to the concept of identity: Why do some people devote large amounts of their lifetime to placing virtual figures on a screen in a game that is not there in reality, that is, in a virtual happening. What characteristics of ”virtual reality” influence young people to build a world of fantasy characters for themselves. 2) to begin developing a differentiation of the latter concept and to relate this differentiated concept to aspects of gaming: What is the relation of ”real identity” to ”virtual identity”?
Institutionen för teknik och samhälle, Högskolan i Skövde Consequences of role taking: the "I", t... more Institutionen för teknik och samhälle, Högskolan i Skövde Consequences of role taking: the "I", the "me" and individuality. This paper analyzes the tendency of taking the "I" and the "me" in G. H. Meads theory of role taking as two separate, qualitatively different parts of human personality, the "I" being of individual origin, the "me" of social. In the original Meadian sense role taking gives rise to both the "I" and the "me". They are dialectically united rather than dualistically separated aspects. They refer to the joint functional power of the subject, finding itself as an object, mediated by the Other. As a consequence, the link between body and the social world becomes theoretically more stringent, as the body is given its place as a cognitive social object among others, this by contrast to interpretations where the body is left as an object mainly outside the human social experience and as a source of agency sui generis, a conception which is in opposition to Meads. The stress on the "I"-phase, as related to body and concrete action in combination with its direct relation to the "me"-phase, actualizes Mead as a forerunner in modern biologic/neurologic research on human perceptual, motivational and intentional capacity. Swedish Mead interpreters are critically analyzed. Interpretations of Charon, Giddens, Joas and Habermas are partly scrutinized. The author defines the conceptual pair in terms of activity, subjectivity, temporal relativity and distance.
Lekens kraft for vart identitetsbyggande kan inte nog betonas. For hur ska otrygga barn som famla... more Lekens kraft for vart identitetsbyggande kan inte nog betonas. For hur ska otrygga barn som famlar efter en identitet kunna lara sig matte eller svenska?
A phenomenological notion of wellbeing of elderly people : Professional carers' experiences o... more A phenomenological notion of wellbeing of elderly people : Professional carers' experiences of elderly people's wellbeing within the frame of special housing accommodation (SHA)
1. Objective; Identity and computer gaming as social problem – and as intellectual. Reports of co... more 1. Objective; Identity and computer gaming as social problem – and as intellectual. Reports of computer gaming as a problematic phenomenon have become common. It is easy to imagine gaming as a field for children and teenagers with weak basis in ordinary everyday life indulging in fantasy activities. One boy takes his computer and moves to a friend, when his mother lays restrictions on the time in front of the screen. Another boy is taken to compulsory nursing for his gaming ”addiction”. (Concerning the amount of time spent in front of the screen gaming, reports give surprising figures up to 12-14 hours a day, [Turkle 1995, Metro and Rapport 06-11-29].) These examples indicate private psycho-social problems; when they get numerous, they grow into ”social problems”. The intellectual objective with this paper is twofold: 1) to understand the strong fascination of computer gaming by trying its relation to the concept of identity: Why do some people devote large amounts of their lifetime to placing virtual figures on a screen in a game that is not there in reality, that is, in a virtual happening. What characteristics of ”virtual reality” influence young people to build a world of fantasy characters for themselves. 2) to begin developing a differentiation of the latter concept and to relate this differentiated concept to aspects of gaming: What is the relation of ”real identity” to ”virtual identity”?
Institutionen för teknik och samhälle, Högskolan i Skövde Consequences of role taking: the "I", t... more Institutionen för teknik och samhälle, Högskolan i Skövde Consequences of role taking: the "I", the "me" and individuality. This paper analyzes the tendency of taking the "I" and the "me" in G. H. Meads theory of role taking as two separate, qualitatively different parts of human personality, the "I" being of individual origin, the "me" of social. In the original Meadian sense role taking gives rise to both the "I" and the "me". They are dialectically united rather than dualistically separated aspects. They refer to the joint functional power of the subject, finding itself as an object, mediated by the Other. As a consequence, the link between body and the social world becomes theoretically more stringent, as the body is given its place as a cognitive social object among others, this by contrast to interpretations where the body is left as an object mainly outside the human social experience and as a source of agency sui generis, a conception which is in opposition to Meads. The stress on the "I"-phase, as related to body and concrete action in combination with its direct relation to the "me"-phase, actualizes Mead as a forerunner in modern biologic/neurologic research on human perceptual, motivational and intentional capacity. Swedish Mead interpreters are critically analyzed. Interpretations of Charon, Giddens, Joas and Habermas are partly scrutinized. The author defines the conceptual pair in terms of activity, subjectivity, temporal relativity and distance.
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Papers by Lars-Erik Berg