The aim of this article is to motivate and outline a dialogical perspective on agency that accommodates centrifugal and centripetal tendencies in current cultural theories of agency. To complement approaches that assume a high degree of integration and clarity, we emphasise the diversity of agency as it is experienced in the open-ended dialogical relationship with a particular other. While these former approaches to agency provide us with the means to examine the influence of social processes such as division of labour (...) and reproduction of community, they tend to underplay the importance of agency as it is embodied and experienced in the lives of particular people. To reflect on this aspect of agency, we will draw extensively on Bakhtin's work, which crosses boundaries between philosophy, psychology and literary criticism, and which is concerned to understand what is personal in activity. In terms of agency, his work draws our attention to the sense of responsibility and potentiality that imbues our dialogues with particular others, the aesthetics and ethics involved in dialoguing with the other, and the sense of dilemmatic choice and intonation that is involved in our dialogue with the other. (shrink)

Individuals actively and continually construct the knowledge required for their working lives. Two outcomes arise from this constructive process: (i) individual change (i.e. learning) and (ii) the remaking of culturally-derived practices comprising work. These arise through a relational interdependence between the contributions and agency of the personal and the social. The relationship is interdependent because neither the social nor personal contributions alone are sufficient. The social experience is important for articulating and providing access to work performance requirements. However, personal factors (...) such as individuals' capacities, subjectivities and agency shape how workers interpret and engage with what they experience and, consequently, how they learn and remake practice throughout their working life. This case is elaborated through a discussion about learning with considerations of intersubjectivity, personal epistemologies, pedagogy and curriculum as experience. (shrink)

Contemporary psychologists seem to pull in two theoretical directions, namely the reduction of mind to brain and the dissolution of mind in society. Against these dominant trends, this article employs the tools of critical realism to argue for the resuscitation in the discipline, psychology, of an ontologically distinct, psychological concept of mind. This ‘mind’ is conceived here as a real, ontologically emergent property. Its distinctive property is consciousness, generated in the first instance by unconscious, non-conscious and conscious psychological mechanisms. Nonetheless, (...) it is emergent not only from psychological mechanisms, but also biological and social mechanisms, all of which act together in open systems. The article builds on various accounts of the hierarchy of the sciences and their objects to suggest that there is such a real psychological object. It seeks to refute trends in psychological theory that reduce mind either to neuro-physiological and neurobiological properties on the one hand or to social relational and discursive properties on the other. (shrink)