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Papers by Luca Tateo

Education Sciences

Background: Scandinavian education systems are recognized as being particularly inclusive. Nevert... more Background: Scandinavian education systems are recognized as being particularly inclusive. Nevertheless, an inclusive approach to education risks adopting a patronizing attitude that silences the voices of the very people who should be included. To discuss the role of epistemic justice in inclusion, we investigated current knowledge about the epistemic injustice experienced by students from immigrant backgrounds in Scandinavia; teacher perceptions of those students; and whether such perceptions influence student–teacher interactions. Do these perceptions lead to disparities? Method: A literature review was conducted focused on studies about the Nordic countries; teacher perceptions of students from immigrant backgrounds aged 6–16; and student–teacher interaction. The corpus included papers in English and the Nordic languages. Eight papers were included and rated by two independent authors. Results: The findings show that teacher perceptions of students from immigrant backgrounds inf...

cultura & psyché

In this article we discuss the decolonisation of psychology by constructing a project that is ope... more In this article we discuss the decolonisation of psychology by constructing a project that is open to diversity and transdisciplinarity, rather than providing hyper-fragmented technical knowledge. In the iconic Manifesto antropófago (1928), the poet Oswald de Andrade (1890–1954) claimed the original and creative capability of Brazilian modernist culture to elaborate in original ways the European, Indio and African heritage. We discuss the anthropophagic metaphor to elaborate on human phenomena that take place in “arenas” where complementary and (often) opposing views are at stake; where the people make their own personal synthesis through coordinated “processes of creating, managing, demolishing and rebuilding” meanings about themselves and the world. Research cannot be reduced to a competition between views that strive to prevail and occupy academic niches. Instead, it should be aimed at being a collective effort of understanding through dialogue.An innovative epistemology shall no...

SpringerBriefs in Psychology, 2020

In the second chapter, some historical cases are presented, illustrating the role of imaginative ... more In the second chapter, some historical cases are presented, illustrating the role of imaginative processes in the development of scientific and philosophical ideas. A first exploration of the features of imaginative work is discussed. Then, the idea of imaginative work is proposed as one of the starting points for the process of investigation.

Creativity — A New Vocabulary, 2016

Integrative Psychological and Behavioral Science, 2015

Integrative Psychological and Behavioral Science

The paper discusses the problem of master theses’ production in psychology from a decolonial pers... more The paper discusses the problem of master theses’ production in psychology from a decolonial perspective. It presents a critique to the reproductive and monological model of knowledge currently promoted in higher education. Then, it proposes an alternative pedagogic model of research-tandem. The research-tandem is an example of an innovative way of understanding a university without borders, as developed within the international network of excellence “IBEF- Ideas for the Basic Education of the Future”. Higher education must be detached from national-based curricula, and become a nomadic and collaborative across-cultural knowledge building endeavor. Current higher education aims to be national in its curricula but global in its marketability. In cultural psychology’s perspective, higher education of the future shall be regarded as global in its vision yet local in its solutions. Future students must have the opportunity to build new knowledge by experiencing and sharing diversity rat...

Punctum. International Journal of Semiotics, 2021

The proliferation of disciplinary labels, distinctions, borders, and hierarchies is an interestin... more The proliferation of disciplinary labels, distinctions, borders, and hierarchies is an interesting semiotic phenomenon per se. In particular, the need to circumscribe a new semiotics field and then denoting it as transdisciplinary appears instead to be an exercise of politics. One cannot but fall into the paradox of any systemic organization, nicely described by Simmel a long time before: By choosing two items from the undisturbed store of natural things in order to designate them as “separate,” we have already related them to one another in our consciousness, we have emphasized these two together against whatever lies between them. And conversely, we can only sense those things to be related which we have previously somehow isolated from one another; things must first be separated from one another in order to be together. (Simmel 1994: 5)

The article presents the results of an exploratory-qualitative study about children´s conceptions... more The article presents the results of an exploratory-qualitative study about children´s conceptions of ecology in relation to media messages. The objective of the study has been to identify the role ...

Cultural Psychology of Education, 2018

For a great number of people the context of institutionalized educational contexts is a common ex... more For a great number of people the context of institutionalized educational contexts is a common experience. Whether it is in a kindergarten, in a school, in a madras, in a boy scout group, in a sport team, people growing up in contemporary societies experienced these contexts. This has enormous implications in the construction and elaboration of Self since the early age. The concept of Educational Self is an attempt to capture this process by stressing how the discourse taking place in the educational context is providing the child with a complex repertoire of symbolic resources of the definition of her own self. The book covers different aspects of the educational context in which the construct of Educational Self is applied to understand the developmental dynamics. As internalized polyphony of adult and peer voices in the course of educational experiences, the Educational Self is a personal synthesis of social interactions between those actors. The chapter provides the theoretical framework and the definition of the construct of Educational Self, as the authors have conceived it and elaborated in the course of the last decade. However, the construct seems to have inspired a number of potential uses that we have collected in this first organic volume.

Invited guest lecture at the Conference "Civilization Dialogue between Europe and Japan&... more Invited guest lecture at the Conference "Civilization Dialogue between Europe and Japan", Tokai University, November 13-14, 2015

What can psychology learn from Caravaggio’s art? The chapter presents a discussion of Caravaggio’... more What can psychology learn from Caravaggio’s art? The chapter presents a discussion of Caravaggio’s naturalistic style, with respect to the process of generalization in the painting “The Seven Works of Mercy,” trying to identify the conceptual elements that make this work a specimen of the human condition of suffering and relieving. From this analysis, it will be argued that the process of generalization is neither an inductive-based extension nor the formulation of a context-independent and abstract list of traits. The process of generalization starts from experiencing and, through a zone of potential estrangement, it must be able to return to experience improving our understanding of it. In other words, as Caravaggio does in his paintings, we must be able to create specimen by abductively distancing from the single case, and be able to find back the single case using the specimen to understand.

SpringerBriefs in Psychology, 2020

This chapter comments on the book from the perspective of the developments in philosophy of scien... more This chapter comments on the book from the perspective of the developments in philosophy of science and intercultural communication. It raises a number of issues to be further discussed in order to continue inquiry into Tateo’s approach. It discusses how imaginative processes are engaged in modeling work in science. It also shows how, facing the environmental challenges that require an innovative thinking, relational empathy can play a rather important role in co-construction of knowledge and understanding through transdisciplinary processes.

Culture & Psychology, 2020

The pandemic of COVID-19 has brought to the front a particular object: the face mask. I have expl... more The pandemic of COVID-19 has brought to the front a particular object: the face mask. I have explored the way people make-meaning of an object generally associated with the medical context that, under exceptional circumstances, can become a presence in everyday life. Understanding how people make meaning of their use is important. Using cultural psychology, I analyse preferences toward different types of face masks people would wear in public. The study involved 2 groups, 44 Norwegian university students and 60 international academics. In particular, I have focused on the role of the mask in regulating people affective experience. The mask evokes safety and fear, it mediates in the auto-dialogue between “I” and “Me” through the “Other”, and in the hetero-dialogue between “I” and the “Other” through “Me” The dialogue is characterized by a certain ambivalence, as expected. Meaning-making is indeed the way to deal with the ambivalence of human existence.

Integrative Psychological and Behavioral Science, 2020

Education Sciences

cultura & psyché

SpringerBriefs in Psychology, 2020

Creativity — A New Vocabulary, 2016

Integrative Psychological and Behavioral Science, 2015

Integrative Psychological and Behavioral Science

Punctum. International Journal of Semiotics, 2021

Cultural Psychology of Education, 2018

SpringerBriefs in Psychology, 2020

Culture & Psychology, 2020

Integrative Psychological and Behavioral Science, 2020

Invited Lecture at the Department of Cognitive Psychology, Federal University of Pernambuco, Reci... more Invited Lecture at the Department of Cognitive Psychology, Federal University of Pernambuco, Recife, Brazil, on May 11th, 2016

Invited guest lecture at the Conference "Civilization Dialogue between Europe and Japan", Tokai U... more Invited guest lecture at the Conference "Civilization Dialogue between Europe and Japan", Tokai University, November 13-14, 2015

ISTP 2015, Coventry Symposium Title: More than life, more than psychology: future oriented proce... more ISTP 2015, Coventry

Symposium Title: More than life, more than psychology: future oriented processes.

Proposant: Luca Tateo, Aalborg University, Denmark, luca@hum.aau.dk

Discussants:
Gordana Jovanovic, Belgrade University, Serbia
Kevin Carriere, Georgetown University, USA

Imagination has been often considered a secondary feature of human mind, subordinated to the process of rational and logical thinking. The study of imagination has traditionally been based on Aristotle’s idea of imagination as a faculty which produces, stores, and recalls the images used in a variety of cognitive activities, including those which motivate and guide action: "The soul never thinks without a mental image [phantasma]” (De Anima). The contribution will draw on the ideas of the philosophers Giambattista Vico and Harald Høffding, who discussed in different times the role of imagination as basic symbolic process. Vico’s theory of the human psyche identifies the distinctive characteristic of mind in its capability of imagination, the main symbolic capability (Tateo, 2015). Imaginative capability is based on three fundamental functions of the mind: fantasia, the capability to imitate and change; ingegno, the capability to create correspondence between things; and memoria, that is the capability to remember. Høffding understood the potential of studying imagination in relation to science. “The freedom in respect of what is given, which scientific imagination presupposes, appears not only in the new combinations, but also in the power of discovering agreements, of finding the same fundamental relations, in the midst of very changed or complicated conditions. Such more deeply penetrating apprehension of similarity lies at the bottom of the association by contiguity at work in the combination; starting from the single recognized or identified characteristic, a whole new connection (according to the law of totality) is constructed” (Høffding, 1904, p. 179). The presentation will try to answer the following questions: Which is the role of imaginative processes in our daily life, in learning, in economic and social activities, in the scientific and artistic work? Does imagination means just a detachment from reality or is it instead a basic psychological function? The proposal is to consider imagination as the general symbolic capability of creating new knowledge and generating concrete new ideas by manipulating signs in analogic form.

COMMENTARY TO NIELS BOHR LECTURE: FROM FANTASY TO IMAGINATION BY CARLOS CORNEJO, Aalborg Universi... more COMMENTARY TO NIELS BOHR LECTURE: FROM FANTASY TO IMAGINATION BY CARLOS CORNEJO, Aalborg University, 26 february 2015

My lecture for cultural psychology students

Symposium Representation Theory/Dialogical Self Theory articulation around dialogicity Dialogic... more Symposium
Representation Theory/Dialogical Self Theory articulation around dialogicity

Dialogical Self Conference, August 20-24, 2014, The Hague

Symposium Dialogical borders Dialogical Self Conference, August 20-24, 2014, The Hague

POSITIONING AND IDENTITY CONSTRUCTION IN TANGO DANCERS’ COMMUNITY

Mind Culture and Activity, 2019

The Odyssey is one of the highest products of human creation of all times. In the book Mythos and... more The Odyssey is one of the highest products of human creation of all times. In the book Mythos and Voice, Charles Underwood presents an innovative perspective on this work of art, discussing the development of the main characters by the light of psychological and anthropological theories. Then, he discusses the dialogical theories of ontogenetic development using the characters of Odyssey as specimen. I finally suggest that the Underwood's insights about the characters of Odyssey can provide fruitful hints for the understanding of the identity enactment in contemporary societies, by revisiting the positioning process and the dialogical construction of identity. As one of the peaks of human creation of all time, Homer's Odyssey is a particularly valuable object of study for psychology. In his book Mythos and Voice, Charles Underwood presents an innovative perspective about and through this work of art. Underwood discusses the development of the main characters along the course of the epic poem in the context of psychological and anthropological theories. He discusses dialogical theories of ontogenetic development using the Odyssey as an example. I find this endeavor extremely stimulating for the theoretical and epistemological debate in psychology. Therefore, I do not limit myself to a traditional review to praise and discuss Underwood's book. I would rather use it as an opportunity to stress what I consider relevant issues for contemporary cultural psychology, for instance: the use of literature (as well as any other product of human activity) as an object of investigation in psychology; the developmental nature of all human psychic phenomena; and the development of the Self in the contemporary era of popularity-based social media.

The Italian philosopher Giambattista Vico, at the beginning of 18 th century, developed the conce... more The Italian philosopher Giambattista Vico, at the beginning of 18 th century, developed the concept of " poetic logic " , that is a specific mode of thought typical of the early stages of every civilization. Poetic logic is the first form of collective elaboration of the data of experience, a way of creating universals concepts based on a sensory, affective sense-making and religious thinking. Vico tried to demonstrate how the poetic logic was the cornerstone for the elaboration of whole systems of collective knowledge (poetic economy, science, geography, history, law, etc.) that were crystallized in myths. He claimed that poetic logic, based on imaginative function was a proper epistemological stance that was overcome by rationality at a later stage of civilization, but wasn't disappearing thought playing an important function in keeping alive the ethical dimensions of collective life against the " barbarism of reflection ". Two centuries later, the American writer and philosopher Ralph Waldo Emerson, one of the fathers of Pragmatism, tried to develop an idea of poetic and imagination as forms of knowledge. He sometimes echoes Vico's ideas, but at the same time presents a view expressing the aggressiveness of Modernity. I will try to sketch the psychological aspects of the two forms of poetic logic and imaginative processes and argue how they contribute to understand the nature of human experiencing. University. His research interest are the study of imagination as higher psychological function, the epistemology and history of psychological sciences in order to reflect upon the future trends of psychological research and related methodological issues. Luca Tateo, room 4.225,

Early bid call 3 rd International Winter School " The method of imagination " The decolonization ... more Early bid call 3 rd International Winter School " The method of imagination " The decolonization of imagination: the dynamics of voicing, silencing, ventriloquing and speaking on behalf. University of Sydney, 2-5 December 2019 Topic and goal The general topic of the winter school is the notion of the imaginative process as higher mental function. It means that imaginative processes can be studied in their ontogenesis and sociogenesis, as in the case of other higher functions, and in relation to the cultural mediation of imagining. What is then the relationship between imaginative processes and value-systems, materialities, practices, communication, imaginaries and power dynamics? All these issues are today central in the field of social justice, decolonization, cultural psychology and social human sciences at large. The specific goal of the 3 rd winter school will be to explore the cultural processes of inhibiting and promoting imaginative forms, how psychology works in voicing (promote the expression), silencing (making invisible), ventriloquing (projecting its own values) or speaking on behalf of (inhibiting autonomous expression) diversity, its legitimation and power dynamics in the current colonization, decolonization and recolonization collective processes. The participants will reflect theoretically and practically on the role of imagining as access to radical otherness and production of " othering ". For instance, how dominant power dynamics have inhibited some forms (eg. rejecting imagining as form of legitimate knowledge creation in the name of primitive superstition, as for instance in the case of Aboriginal cultures, creating divides between rationality and imagination, judging as indecent fantasies in the case of woman sexuality, to mention but few), or promoted some others (e.g. imagination and creativity and innovation as commodities, the dictatorship of desires, etc.). The answers to these questions can bring new hints to different fields: social psychology, psychology of communication, decolonizing studies, cultural studies, culture-sensitive therapy, just to mention but few. Significance This event serves as unique interdisciplinary and international collaboration between clinical and cultural psychology interrogating a critical issue in academic reform. Now more than ever University programs must co-produce knowledge with diverse and marginalized populations, asking critical questions about the effects of the colonial legacy on what is taught. This includes deconstructing the philosophical frameworks that inform how psychology is understood by and enacted on both those who practice and consume it. Rather than apply superficial policies regarding decolonization, however, we need to develop imaginative responses, encouraging PhD students and early-stage researchers to ask questions about themselves and social processes, in order to take up creative leadership roles. There needs to be a move away from cultural diversity as the study of the " exotic other " towards reflexive practice about so-called mainstream cultures by those who are privileged.

My presentation at the Annual Meeting of the Danish Chapter of Marie Curie Alumni Association, in... more My presentation at the Annual Meeting of the Danish Chapter of Marie Curie Alumni Association, in which I make some crucial points: 1) the re-surging nationalism in academia is a tragedy. Science is not a national business: this is an old 19th Century idea which is no longer valid. There is no current scientific question (environment, migration, violence, energy, etc.) hat can be handled at national level and funded only with national resources. 2) scientists are not commodities. Scientists are not an "investment" of a nation that requires a return. Education is not a favor that we receive from a nation, it is a fundamental human right that must be provided. "Brain drain", "brain gain" reflects this market ideology. Scientists are not send by nation abroad as an investment, and "internationals" are not a commodity that a nation can use and then expel when they do not need anymore. 3) scientists should be like diplomats: completely free to circulate around the world. Mobility should be a mandatory part in any education and research mobility should be completely free. 4) disciplinary divisions, as well as national, are an obstacle to knowledge. ALL SCIENCES ARE HUMAN, in the sense that all knowledge is made by persons for persons, so it is a world heritage.

Culture, Work and Psychology Invitations to Dialogue, 2019