https://pressto.amu.edu.pl/index.php/cis/issue/feedCzłowiek i Społeczeństwo2023-12-27T13:39:15+01:00Ewelina Berdowiczewelina.berdowicz@amu.edu.plOpen Journal Systems<p style="text-align: justify;">"Człowiek i Społeczeństwo" to półrocznik naukowy Wydziału Antropologii i Kulturoznawstwa, Wydziału Filozoficznego, Wydziału Psychologii i Kognitywistyki oraz Wydziału Socjologii (dawny Wydział Nauk Społecznych) Uniwersytetu im. Adama Mickiewicza w Poznaniu koncentrujący się na problemach jednostki i ludzkich społeczności w kontekście współczesnej kultury. Czasopismo wyróżnia interdyscyplinarne podejście wynikające ze stosowania metod i teorii właściwych dla poszczególnych kierunków z obszaru nauk społecznych i humanistycznych, a więc antropologii, filozofii, kognitywistyki, kulturoznawstwa, psychologii, socjologii.</p> <ul class="oczasopismie"> <li class="show"><a href="https://pressto.amu.edu.pl/index.php/cis/about">POLITYKA FUNKCJONOWANIA CZASOPISMA</a></li> <li class="show"><a href="https://pressto.amu.edu.pl/index.php/cis/issue/current">AKTUALNY NUMER</a></li> <li class="show"><a href="https://pressto.amu.edu.pl/index.php/cis/issue/archive">ARCHIWUM</a></li> </ul> <div class="oczasopismie"><strong>INDEKSOWANE W:<br /></strong><span style="font-size: 0.875rem;">CEEOL, BazEkon, Google Scholar, WorldCat, </span><a style="background-color: #ffffff; font-size: 0.875rem;" href="https://dbh.nsd.uib.no/publiseringskanaler/erihplus/periodical/info?id=499108">ERIH PLUS</a></div> <div class="oczasopismie"><strong style="font-size: 0.875rem;"><br />WSKAŹNIKI OCENY CZASOPISMA:<br /></strong><span style="font-size: 0.875rem;">Punktacja Ministerstwa Edukacji i Nauki (2023): </span><strong style="font-size: 0.875rem;">40<br /><br /></strong><strong style="font-size: 0.875rem;">DOI: </strong><a style="font-size: 0.875rem; background-color: #ffffff;" href="https://pressto.amu.edu.pl/index.php/cis/index">10.14746/cis</a><br /><strong style="font-size: 0.875rem;">ISSN (Print):</strong><span style="font-size: 0.875rem;"> 0239-3271<br /></span><strong style="font-size: 0.875rem;">ISSN (Online): </strong>2956-5243</div> <div class="oczasopismie"><strong><br /><a href="https://creativecommons.org/licenses/by-nd/4.0/" rel="license"><img style="border-width: 0;" src="https://i.creativecommons.org/l/by-nd/4.0/88x31.png" alt="Licencja Creative Commons" /></a><br /></strong><strong>PRACE PUBLIKOWANE W CZASOPIŚMIE DOSTĘPNE SĄ NA LICENCJI CREATIVE COMMONS</strong><a href="https://creativecommons.org/licenses/by-nd/4.0/" rel="license"> Uznanie autorstwa – Bez utworów zależnych 4.0 Międzynarodowe</a><a href="http://creativecommons.org/licenses/by-nd/4.0/">.</a><br /><br /> <p><strong>WYDAWCA:</strong><br />Uniwersytet im. Adama Mickiewicza w Poznaniu, <a href="http://wnsh.amu.edu.pl/kontakt/">Wydawnictwo Nauk Społecznych i Humanistycznych</a></p> <br /><br /></div>https://pressto.amu.edu.pl/index.php/cis/article/view/40649Spis treści2023-12-20T13:03:27+01:00Redakcja czasopisma "Człowiek i Społeczeństwo"pressto@amu.edu.pl2023-12-27T00:00:00+01:00Prawa autorskie (c) 2023 Redakcja czasopisma "Człowiek i Społeczeństwo"https://pressto.amu.edu.pl/index.php/cis/article/view/40886Momenty (nie)ciągłości psychologii narracyjnej2023-12-27T13:38:37+01:00Monika Obrębskaobrebska@amu.edu.plEmilia Sorokosoroko@amu.edu.pl<p>The thematic diversity and the way narrative is understood demonstrate the vitality of the concept and the phenomenon of narrative in psychology. This article presents some questions and dilemmas that narrative psychology, which is still a young discipline in search of its scientific identity, pose to researchers. It is not our ambition to resolve these questions; instead, we perceive them as moments of (dis)continuity in the ongoing narrative story and as markers of the directions of research and theoretical considerations. We identify such themes as the distinction between utterance and narrative, the space between author and listener, the directions in which the notion of narrative identity is expanding, and the link between narrative structure and narrative process. The methodological diversity the narrative perspective introduces allows us to pose research questions in a qualitative and quantitative approach.</p>2023-12-27T00:00:00+01:00Prawa autorskie (c) 2023 Monika Obrębska, Emilia Sorokohttps://pressto.amu.edu.pl/index.php/cis/article/view/40863Narracja autobiograficzna w biegu życia2023-12-27T13:39:15+01:00Elżbieta Drylldryll@psych.uw.edu.plAnna Cierpkaanna.cierpka@psych.uw.edu.pl<p>The aim of the article is to present the concept and research on the development of autobiographical narrative in the course of a person’s life. Reference was made to basic concepts important for the analysis of the topic: the definition of narrative, constructionist assumptions, understanding the process of creating self-narrative and the definition of autobiographical narrative. The considerations also include the issue of autobiographical memory and the discussion on understanding autobiographical narrative as monolithic vs. polyphonic. The following subchapters discuss the predispositions and development of early narrative competences, the beginnings of constructing an autobiographical narrative, the mechanisms of shaping and changing the autobiographical narrative in adulthood, including the characteristic features of self-narratives in late adulthood. The review of research presented in the article documents the mechanisms of shaping the autobiographical narrative, the directions of its changes in the life course and selected relationships important for understanding the process of these changes (e.g. the issue of increasing the ability to reflect biographically with age, fulfilling the need for generativity, the effect of intentionally minimizing unpleasant feelings in senior age, the concept of gerotranscendence, etc.). The article ends with reflections on the importance of constructing an autobiographical narrative in the modern world, the availability of autobiographical reflection and its meaning-creating value.</p>2023-12-27T00:00:00+01:00Prawa autorskie (c) 2023 Elżbieta Dryll, Anna Cierpkahttps://pressto.amu.edu.pl/index.php/cis/article/view/40865Pomiędzy narracją a tożsamością. Meandry autobiografii2023-12-27T13:39:12+01:00Magdalena Żardeckamzardecka@ur.edu.pl<p>The text is an analysis of interrelations binding autobiographical narration to individual and social identity. The first part tackles the fundamental connection between narration and individual, personal identity of the narrator – Paul Ricoeur, serving as a guide to this fundamental part of the proposed analysis, assumes that the narrative continuum follows and imitates the temporal continuum, constituting a flow in which it becomes possible to inscribe stories modifying and corroborating the reflected course of life. Conceptualizing and bringing to consciousness one’s course of life, auto-narration constitutes both a form of conscientious self-judgement and an occasion for self-deception. In the second part, the author attempts to show how auto narration and its significance for the individual identity changes, when it gets written down in the form of autobiography, subjected to the rigor of the writing and entering in complex interrelationships with social memory and identity. Here the author’s guides are among others Philippe Lejeune, Janet Verner Gunn and Georges Gusdorf. In the third part, the hitherto reconstructed structure of auto-narration and autobiography is destroyed: referring to such authors as Louis A. Renza, Jean Starobinski, John Sturrock, Michel Beaujour and Jacques Derrida, I demonstrate that the autobiographical undertaking is doubtful, and that the optimistic project of saving oneself by means of auto-narration and autobiography is an illusion. The presence of Derrida in the text is scarcely visible; yet it is Derrida, in dialogue with the late Ricoeur, that show us the way out from the autobiographical and identitary trap.</p>2023-12-27T00:00:00+01:00Prawa autorskie (c) 2023 Magdalena Żardeckahttps://pressto.amu.edu.pl/index.php/cis/article/view/40866Tożsamość narracyjna osób z chorobą nowotworową2023-12-27T13:39:09+01:00Gracjana Gronowskagracjana.gronowska@gmail.comMonika Wiłkość-Dębczyńskamonikawilkosc@gmail.com<p>Research about health loss shows that the way we experience critical moments and build a new identity are important in giving meaning to disease. It allow to integrate the experience of illness into the whole of life. The aim of the research was to analyze the narrative identity reflected in the life history and to explore the factors contributing to the differences in the formed narratives. A research question was: what narrative about one’s life does a person with an oncological disease create? The Polish adaptation of Dan McAdams’ life story interview was used. The study was conducted in group of four people with cancer remission. The research material was subjected to McAdams’ proposed sequence and consistency analysis. Elements of hermeneutic analysis were also used. The patients identity is coherent and mature, their narrative include the time from childhood to the present. Narratives differ in the degree of paying attention on the description of emotional experiences, the level of detail and the way of moving to the next stages of the story. Patient include the disease in their narratives, doing so in an individual way. However, it is possible to distinguish two ways of storytelling. One of them is the location of the disease in the broader background of the life situation, the other – recognizing the disease as the main moment in a given part of the story, constituting its title. It seems interesting to perform comparative research in a group of people, who are during diagnosis of cancer and relate them to the results of people in remission stage.</p>2023-12-27T00:00:00+01:00Prawa autorskie (c) 2023 Gracjana Gronowska, Monika Wiłkość-Dębczyńskahttps://pressto.amu.edu.pl/index.php/cis/article/view/40867Proaktywność i defensywność autonarracji o poczuciu własnej wartości u osób narcystycznych – wstępna analiza2023-12-27T13:39:07+01:00Michał Dolczewskimicdol@amu.edu.pl<p>Studies on narcissism and narcissistic personality disorder often emphasize the key role of self-esteem in the mechanisms of this disorder. In previous studies, self-esteem has often been treated as a permanent feature of an individual and has been tested using self-report questionnaires or, in some cases, using experimental methods. Assuming that self-esteem may differ depending on the situation, different methods should be used in order to observe and study the processes related to it. In order to collect self-narratives for the purposes of the study, a semi-structured interview method was prepared to examine the self-esteem regulation in social situations. During the interview, the participant answers questions related to personal life experiences. Based on the content of interviews of participants with a high level of narcissistic traits selected from 20 conducted interviews, a preliminary analysis of the proactivity and defensiveness of self-narratives was conducted. The analysis mainly concerns the autonarratives of experiences related to failures and conflicts as events particularly significant for the self-esteem of an individual. The results of the preliminary analyzes allow us to present conclusions regarding proactivity and defensiveness as well as the characteristics of self-narratives referring to self-esteem in narcissistic group.</p>2023-12-27T00:00:00+01:00Prawa autorskie (c) 2023 Michał Dolczewskihttps://pressto.amu.edu.pl/index.php/cis/article/view/40868Emocje w narracjach, czyli o strukturze pojęcia strachu u dzieci w wieku przedszkolnym i wczesnoszkolnym2023-12-27T13:39:05+01:00Natalia Jach-Salamonnatalia.jach-salamon@mail.umcs.pl<p>The article presents research on the structure and content of the concept of sadness, based on the statements of preschool and early school age children. The research was carried out in a transverse (transversal) system among children selected from six age groups: 4.0−4.11, 5.0−5.11, 6.0−6.11, 7.0−7.11, 8.0−8.11, 9.0−9.11. Data collected from a sample of 240 children were used to analyze the test results. There were 20 girls and 20 boys in each of the six designated age group. In order to describe the content and structure of emotional concepts the experimental technique created by S. Grabias (2012) was used. It allowed to obtain an information on six basic components of a given concept, i.e. definition/definition category, carrier, features, activities, causes, circumstances /effect and in addition his assessment. When describing the emotions of fear, the youngest children mainly used tautological definitions containing synonyms and the oldest ones were dominated by abstract definitions. When talking about the symptoms of emotions, the surveyed children focused primarily on the perceptual indicators of experiencing it. The face and changes in facial expression are particularly significant to them. When describing a person experiencing fear, preschool children mainly referred to typical behaviors related to this emotion, i.e.: afraid, shouting, crying. Analyzes concerning the indications of children for the activities performed by the carrier of the emotion fear show that among the respondents in general, flight from the object of fear was dominant. In the opinion of the surveyed children, the main cause of fear are situations related to the violation of physical body, causing fear and anxiety in humans. Children’s descriptions of reactions to other people’s fear reflect their own tendency to self-regulate, that is, finding ways to deal with experiences. Fear in the perception of the respondents is a negative emotion.</p>2023-12-27T00:00:00+01:00Prawa autorskie (c) 2023 Natalia Jach-Salamonhttps://pressto.amu.edu.pl/index.php/cis/article/view/40877„Hakowanie systemu”. O mobilizowaniu zasobów i strategiach działań akademików wywodzących się z klas ludowych2023-12-27T13:39:03+01:00Edyta Tobiasiewiczedyta.tobiasiewicz@doctoral.uj.edu.plKamil Łuczajkamil.luczaj@eksoc.uni.lodz.pl<p>The paper presents the results of the analysis of 25 biographical narrative interviews conducted between 2020–2021 with people from working-class backgrounds who, in the process of becoming academic workers, experienced the costs of cultural mobility. International literature suggests that upward mobility is not only a source of satisfaction or prestige but also suffering for academics from the unprivileged classes. Therefore, in our paper, we aim to answer two research questions: (1) what adaptation strategies do academics from the working-class use to deal with difficult experiences?, and (2) what resources do they mobilize at different stages of life (childhood, school years, the beginning of a research career) to implement these strategies? The analysis of empirical material allowed us to distinguish a number of practices that, in the long term, enabled the interviewees to develop an academic career, e.g., collaboration with “significant others” (of higher social positions), hiding deficits of a capital, context-dependent manifestation of various sets of cultural practices, or the rebellion against the rules and norms present in the family or academic environment. Based on these practices, we define six categories of adaptation strategies: “hacking the system”, “hyper-productivity”, “borrowing capital”, “class manoeuvring”, “indirect career path”, and “resistance”.</p>2023-12-27T00:00:00+01:00Prawa autorskie (c) 2023 Edyta Tobiasiewicz, Kamil Łuczajhttps://pressto.amu.edu.pl/index.php/cis/article/view/40878Znaczenie pozycji wewnętrznej badacza w badaniach narracji osób należących do grupy mniejszościowej2023-12-27T13:38:54+01:00Jerzy Bandeljerzy.bandel@amu.edu.pl<p>Insider research, i.e. research that the researcher conducts on a population, community, or identity group of which he or she is himself or herself a member, has been gaining popularity in psychological research in recent years. A subject of lively debate in the literature is the importance of the researcher’s characteristics shared with the research participant: life experiences, specific aspects of identity, traits, skills, or attitudes. This article summarises current knowledge on insider research and draws attention to the importance of analysing the psychologist researcher’s insider and outsider status. The article begins with an outline of the history of consideration of the importance of the researcher’s status in the social sciences and four main strategies for researchers to approach their insider status: minimizing and maximizing its importance, incorporating their experiences into the research material, and using them at different stages of the research process. Then, using the example of the author’s research project, it is shown how the last strategy can be applied during narrative research in planning the study, recruiting participants, conducting interviews, and analysing the data. The final part of the text is a consideration of the ethical dilemmas surrounding the conduct of insider research. </p>2023-12-27T00:00:00+01:00Prawa autorskie (c) 2023 Jerzy Bandelhttps://pressto.amu.edu.pl/index.php/cis/article/view/40879„Pandi-Project”. Narracyjna metabolizacja doświadczenia w „Dziennikach czasu pandemii”2023-12-27T13:38:50+01:00Urszula Tokarskaurszula.tokarska@up.krakow.plJoanna Ruczajjoanna.ruczaj@up.krakow.pl<p>The presented research is a part of the broader project carried out in Poland to reconstruct the ways of experiencing the first wave of the COVID-19 Pandemic. Personal documents were obtained from psychology students elaborating daily their current experience in a written form – using proposed patterns (narrative “Subjective Figures”). The semantic analysis of 30 “Pandi-Diaries” was conducted by coders according to our Coding Sheet on three levels of text organization: content analysis, formal and meaning-making aspects. The results confirm other researchers’ reports about the visible domination of “avoiding” and/or “task-oriented” responses to the COVID-19 Pandemic’s first wave. Parallelly, results indicate the incomplete competencies of our Diaries’ Authors in their differentiation of internal states, and a kind of resistance in the use of the developmental potentiality which transcends survive and social adaptation tasks. The results can be applied in counselling, psychotherapy and supporting life-long “existential resilience” deep education activities.</p>2023-12-27T00:00:00+01:00Prawa autorskie (c) 2023 Urszula Tokarska, Joanna Ruczajhttps://pressto.amu.edu.pl/index.php/cis/article/view/40880Dzienniki stanu pandemii – projekt badawczy, perspektywa teoretyczno-metodologiczna, wyniki badań2023-12-27T13:38:48+01:00Wiesław Gumuławieslaw.gumula@uj.edu.plMałgorzata Bogunia-Borowskamalgorzata.bogunia-borowska@uj.edu.plJoanna Janiszewskajoannaja@ukw.edu.pl<p>The article presents the research project “Pandemic diaries” carried out by a team working under the scientific supervision of prof. Wiesław Gumuła. The project was implemented in cooperation with the Institute of Literature in Krakow, which in 2020 announced a literary competition for journals that were to be devoted to everyday life in pandemic conditions. Researchers adopted the theoretical perspective of the sociology of everyday life and the phenomenological one. The analysis concerned the categories appearing in dailies such as social change, social relations, time, death, tourism, economy and economy, and many others. The diaries have literary value and contain important social content that has become the subject of sociological analyzes broadening the knowledge about people’s lives in conditions of sudden and unexpected change.</p>2023-12-27T00:00:00+01:00Prawa autorskie (c) 2023 Wiesław Gumuła, Małgorzata Bogunia-Borowska, Joanna Janiszewskahttps://pressto.amu.edu.pl/index.php/cis/article/view/40881Perspektywa temporalna w narracjach o życiu w trakcie pandemii COVID-19 u osób we wczesnej i średniej dorosłości2023-12-27T13:38:46+01:00Anita Duplagaanita.duplaga@ignatianum.edu.plKamil Jezierskikamil.jezierski@ignatianum.edu.plIrmina Rostekirmina.rostek@ignatianum.edu.pl<p>The COVID-19 pandemic had a significant impact on the Polish people’s life. At the same time the development period may also modify a perception of life situation. The paper presents the results of research on temporal perspective in the early (n = 38) and the middle (n = 38) adulthood in a pandemic situation. Participants of the study wrote a narrative about their life. The obtained narratives were analyzed according to the categories distinguished by Zimbardo and Boyd and coded: past positive perspective, past negative perspective, present fatalistic perspective, present hedonistic perspective, future perspective. Some extra categories of perspectives were also used: the neutral dimension (in relation to the past, present and future) and axiological (in relation to present). Results showed dominance of present perspective in both groups, wherein it was more frequent in the early adulthood. There were statistically significant differences in present fatalistic perspective – in the early adulthood it occurred more frequently. No significant differences between groups were noticed in reference to other perspectives. The obtained material probably captures a part of the process of incorporating atypical life situations into the internal narrative scheme. It also seems that the pandemic crisis triggered the need to focus on maintaining the current level of functioning in the face of new challenges.</p>2023-12-27T00:00:00+01:00Prawa autorskie (c) 2023 Anita Duplaga, Kamil Jezierski, Irmina Rostekhttps://pressto.amu.edu.pl/index.php/cis/article/view/40882Emotywny odbiór audiodeskrypcji dzieła malarskiego Wassilego Kandinskiego2023-12-27T13:38:42+01:00Aleksandra Jasielskaaleksandra.jasielska@amu.edu.pl<p>Psychological models of art reception postulate the presence of two fundamental effects: cognitive understanding and emotional response. Unfortunately, these models are dedicated to sighted viewers. However, even though visually impaired individuals cannot directly perceive artistic creations, audio description enables them to experience the reception of, for example, a painting. In order to answer the question of whether the reception of audio description of a painting triggers similar emotions as the reception of the actual artwork, two independent studies were conducted. The research material was an audio description of Wassily Kandinsky’s abstract watercolour sketch for Composition VII, titled „Untitled”. Subjective experiences were measured using the SUPIN scale. In Study I (N = 138), higher intensity of positive affect was observed compared to negative affect after listening to the audio description. In Study II (N = 67), an increase in positive affect intensity and a decrease in negative affect intensity were observed following the audio description. The results indicate that listening to audio description, which represents an indirect contact with a visual artwork, can improve the well-being of the listeners. The obtained results will be analysed in the context of social construction of emotions and embodied cognition.</p>2023-12-27T00:00:00+01:00Prawa autorskie (c) 2023 Aleksandra Jasielskahttps://pressto.amu.edu.pl/index.php/cis/article/view/40885Narracja filmowa – funkcja terapeutyczna. Kilka słów o Amatorze (1979) Krzysztofa Kieślowskiego2023-12-27T13:38:40+01:00Iwona Grodźiwonagrodz@op.pl<p>The strategy of the (auto)therapist in film art is a process of dynamic interaction between the transmitting and receiving roles, i.e. the director – the protagonist of his work and the projected viewers. The film is a space enabling the creator to analyze the problems of a modern man in order to increase the skills of self-understanding, self-distancing from emotions and developing reflection. The latter is conducive to the coherence of narratives about oneself and the construction of one’s identity. Results and conclusions: Projection and identification, which is part of the emotional and cognitive responses available to the creator and recipient of the work, are processes of therapeutic importance. Creation (and contact with its effect – a finished work) is then a tool helping to regulate: modulation of attention, emotions (modulation of emotion), fosters cognition (modulation of cognition), understanding behavior (modulation of behavior) and communication (modulation of communication).</p>2023-12-27T00:00:00+01:00Prawa autorskie (c) 2023 Iwona Grodź