06 april 2018

Teaching and Teacher Education, een gerenommeerd wetenschappelijk tijdschrift, heeft zojuist een artikel van Hanneke Ass... - Lees meer...

27 februari 2018

Gepubliceerd twee artikelen: Draaisma, A., Meijers, F., & Kuijpers, M. (2018) The development of strong career le... - Lees meer...

24 november 2017

Zojuist zijn twee boeken verschenen waarover ik samen met Hubert Hermans resp. Kariene Mittendorff de redactie heb mogen... - Lees meer...

27 augustus 2017

Het door mij en Kariene Mittendorff geredigeerde boek 'Zelfreflectie in het hoger onderwijs' staat op de longlis... - Lees meer...

05 augustus 2017

Het boek 'Dialogical Self Theory in Education' , onder redactie van Frans Meijers & Hubert Hermans,&n... - Lees meer...


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Journal of Vocational Behavior

Geplaatst op 22 mei 2016

Het artikel 'Creative writing for life design: reflexivity, metaphor and change processes through narrative', geschreven door Reinekke Lengelle, Frans Meijers en Deirdre Hughes, is geaccepteerd voor publicatie door de Journal of Vocational Behavior. Het artikel zal in het voorjaar van 2017 gepubliceerd worden. 

From the perspective of Dialogical Self Theory, self-reflection can be described as a conversation between various I-positions that has beneficial effects when the initial conversation is broadened and deepened (e.g. more I-positions than normal begin to participate in the conversation; positions marginalized are given voice) and results in the development of meta- and promoter positions (Lengelle, Meijers, Poell, & Post, 2013). When two or more positions act in service to each other meta-positions develop. On the basis of meta-positions promoter positions can emerge, which represent an individual’s ability to become action-able (Ligorio, 2011). That said, the expression of I-positions, and the way in which they lead to expanded I-positions and ultimately to meta- and promoter positions has not been examined in detail. The questions that follow are: how and under which conditions do new I-positions get expressed and expand and what are the bridges between the positions that lead to meta- and promoter positions?


Our hypothesis is that metaphors play a crucial role in the development of I-, meta- and promoter positions because they form a bridge from emotions to new understandings. They do so because metaphors (1) resonate with the emotional brain (Ricoeur, 1978), (2) are specific and clear enough to be put into words (Maasen & Weingart, 1995) and (3) are fuzzy enough to leave room for expansions and interpretations (Jaszczolt, 2002). Metaphors make communication and interaction possible between I-positions (i.e. giving voice to life experiences in an internal dialogue) and with others (an external dialogue) by providing a ‘common ground’ for making sense of communicated images, concepts and emotions and thus facilitating the creation of new ways of making meaning (Barner, 2011). They allow the transfer of coherent chunks of perceptual, cognitive, emotional and experiential characteristics – in other words, from a vehicle that is known, to a topic that is less so (Hofstadter, 2001). “Metaphors can express in a succinct manner that which is implicit but is unable to be expressed in discrete, literal language” according to Ortony (1975, p.50). The metaphor offers that which is ‘fuzzy’ – the often half conscious images, thoughts and feelings that together form an I-position – with a clear label and thus functions as a ‘messenger of meaning’ (Lakoff & Johnson, 2008).


In describing what we propose is taking place, we might say that metaphors create tangible starting points for exploration, can be used to expand to build bridges between I- positions, and some metaphors run as coherent and repeating threads throughout the learning process helping to shape a client’s current story and the one they are moving towards. In this article we explore the above hypothesis, using the Interpersonal Process Recall (IPR) interview method (Larsen, Flesaker, & Stege, 2008). This method is applied to examine in detail the ‘inner journey’ taken by two people who took part in a two-day career-writing course.

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