In this chapter we argue that intersubjectivity cannot be grounded in individual mental or representational content. Intersubjectivity, therefore, is not equivalent to “common knowledge”, rather common knowledge (indeed individual knowledge in the true representational sense) depends upon intersubjectivity. Intersubjectivity is the fundamental basis of what Durkheim (and Searle following him) have called “social facts”, which are irreducible to (though they depend upon) biological and individual psychological facts. Intersubjectivity is based upon participation in joint action, and such participation also implicates the shared material, interobjective world. Participatory engagement with signifying objects accompanies and underpins the child’s entry into the symbolic realm of language, and makes possible the development of subjectivity and cultural identity through participation in narrative practices.
[It] is always difficult for the psychologist to think of anything ‘existing’ in a culture … We are, alas, wedded to the idea that human reality exists within the limiting boundary of the human skin! (Bruner 1966: 321)
The body is our general medium for having a world … Sometimes the meaning aimed at cannot be achieved by the body’s natural means; it must then build itself an instrument, and it projects thereby around itself a cultural world. (Merleau-Ponty 1962: 146)
Observation of O. at 2:4;5. Father goes to get him from the car seat. O. keeps his eyes closed, eyelids quivering slightly, with a slight smile. Then he opens his eyes and says “I’m sleeping”, laughing.
2014. On displacement. Theory & Psychology 24:4 ► pp. 442 ff.
Bower, Matt
2015. Developing open intersubjectivity: On the interpersonal shaping of experience. Phenomenology and the Cognitive Sciences 14:3 ► pp. 455 ff.
Brinck, Ingar
2014. Developing an understanding of social norms and games: Emotional engagement, nonverbal agreement, and conversation. Theory & Psychology 24:6 ► pp. 737 ff.
Bruhn, Mark J.
2009. Shelley's Theory of Mind: From Radical Empiricism to Cognitive Romanticism. Poetics Today 30:3 ► pp. 373 ff.
2019. Lived experiences of being-in-the-forest as experiential sharing with the more-than-human world. Environmental Education Research 25:9 ► pp. 1334 ff.
Marchetti, Antonella, Laura Miraglia & Cinzia Di Dio
2020. Toward a Socio-Material Approach to Cognitive Empathy in Autistic Spectrum Disorder. Frontiers in Psychology 10
McGraw, John J., Sebastian Wallot, Panagiotis Mitkidis & Andreas Roepstorff
2014. Culture’s building blocks: investigating cultural evolution in a LEGO construction task. Frontiers in Psychology 5
Moreno-Núñez, Ana, Cintia Rodríguez & María Jesús Del Olmo
2015. The Rhythmic, Sonorous and Melodic Components of Adult-Child-Object Interactions Between 2 and 6 Months Old. Integrative Psychological and Behavioral Science 49:4 ► pp. 737 ff.
Oakley, Todd & Jordan Zlatev
2024. Origins of money: a Motivation & Sedimentation Model (MSM) analysis. Semiotica 2024:257 ► pp. 1 ff.
Palacios, Pedro & Cintia Rodríguez
2015. The Development of Symbolic Uses of Objects in Infants in a Triadic Context: A Pragmatic and Semiotic Perspective. Infant and Child Development 24:1 ► pp. 23 ff.
Sorsana, Christine & Alain Trognon
2018. Conversing as Metaphor of Human Thinking: Is Mind like a Conversation?. Integrative Psychological and Behavioral Science 52:2 ► pp. 241 ff.
Trimingham, Melissa & Nicola Shaughnessy
2016. Material voices: intermediality and autism. Research in Drama Education: The Journal of Applied Theatre and Performance 21:3 ► pp. 293 ff.
Zlatev, Jordan
2010. Phenomenology and Cognitive Linguistics. In Handbook of Phenomenology and Cognitive Science, ► pp. 415 ff.
This list is based on CrossRef data as of 9 april 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.