Kultūrinės praktikos kaip emocinės savireguliacijos formavimosi erdvė
LTRemiantis kultūrine-istorine paradigma, analizuojamos kultūrinės praktikos kaip emocinės savireguliacijos formavimosi erdvė. Išryškinamos pagrindinės kultūrinių praktikų funkcijos, formuojančios emocinę patirtį. Atpažįstami bendruomeniniai žmogaus elgesį ir emocijas keičiantys gyvenimo ritualai, bei aptariamos tolesnės tyrimų kryptys, analizuojančios kasdienes kultūrines praktikas, padedančias individualiame lygmenyje formuotis emocinę savireguliaciją. [Iš leidinio]Reikšminiai žodžiai: Emocinė savireguliacija; Kultūrinė-istorinė paradigma; Kultūrinės praktikos; Kultūrinės praktikos,; Cultural practice; Cultural-historical approach; Emotional self-regulation.
ENEmotional self-regulation is the ability to control emotions in order to achieve one's goals in difficult situations, and to provide immediate and / or subsequent adaptation. In contemporary culture, this ability is a prognosis for success. On the other hand, the lack of emotional self-regulation has negative effects on human health and achievement. Despite the practical findings, theoretical model of the development of emotional selfregulation is still in question. According to traditional psychological perspectives, emotional self-regulation is a metacognitive or executive function (Flavell, 1979, Zelazo, Cunningham, 2009) that can be developed only after cognitive abilities are in place (Kopp, 1982). The "non-classical" cultural-historical theory of development suggests the opposite and does not separate the development of mind and emotion. As stated by Vygotsky (1983), the nature of human higher psychological functions is social and emotional self-regulation that develops from the moment of birth. According to cultural-historical approach, self-regulation forms through the baby-adult interactions with his / her parents where baby learns the cultural patterns of emotional display. Generally, the role of culture in the process of developing human psyche is not yet fully explored. That is why the aim of this paper is to analyze cultural practices as a space for the development of emotional self-regulation. Applying literature review as research methodology, four main functions of cultural practices that develop emotional self-regulation were revealed. First, collective activity usually (1) exaggerate emotions, because it is a ritual type practice. People share their focus of attention, use rhythmic motions, engage voluntarily, and use other human and non / human resources (Knottnerus, 2006).Moreover, these activities transmit the idea of ritualized emotions (Compeau, Nicholson, cit. Ruth, 1995). Second, cultural practices (2) minimize emotional charge as they are cyclical and predictable activities: repeated every day, week, month, year or once in a life time. Third, collective practices can (3) neutralize emotions, because they involve myths (e.g. religious) that create double expression of feelings and induce catharsis (Vygotsky, 1971). These activities not only move human psyche into collective imaginative world, but also create the experience of flow. Finally, cultural practices can help (4) substitute emotions as they present the information about more complex emotional regulation strategies. People use that knowledge and separate from their former practices to reincorporate the new behavior (van Gennep, 1960). Cultural practices help a person to go through all stages of emotional transformation. Almost all traditional (old) cultures have community practices that support individuals (e.g. ceremonies of christening, initiation, wedding, funeral) to overcome critical moments of life and move from simpler emotional management strategies to more complex ones. For instance, initiation or wedding rituals is a test of whether a person will cope with new responsibilities or will be able to adapt in new cultural environment. At this stage, the article analyzes collective communal activities, it does not discuss individual daily practices, that significantly shape emotional self-regulation in childhood as well. Further research should also investigate culture of children's play as a space for the development of self-regulation. [From the publication]
