Habermas Tilmann, Hatiboğlu Neşe
Department of Psychology, Goethe University Frankfurt.
New Dir Child Adolesc Dev. 2014 Fall;2014(145):29-41. doi: 10.1002/cad.20065.
In adolescence, remembering the personal past and understanding what kind of person one is intertwine to form a story of one's life as the most extant, informative, and flexible form of self-representation. In adolescence, the striving for self-coherence translates into a quest for global coherence of the life story. We suggest that contextualizing is a fifth means for creating global coherence in life narratives besides the cultural concept of biography, temporal, causal-motivational, and thematic coherence. We present three kinds of contextualizing in life narratives, the temporal macrostructure, sociohistorical contextualizing of one's life, and hierarchical and linear segmenting of the text and life. These three forms of contextualizing in life narratives by their authors are complemented by three forms of contextual influences on life narratives analyzed by researchers, namely the historical, personal, and communicative situation in which they are recounted. Contextualizing is exemplified by the life narrative of a young migrant.
在青春期，回忆个人过去与理解自己是怎样的人相互交织，形成一个关于个人生活的故事，这是自我呈现最现存、信息最丰富且最灵活的形式。在青春期，对自我连贯的追求转化为对人生故事整体连贯性的探寻。我们认为，情境化是在人生叙事中创造整体连贯性的第五种方式，除此之外还有传记的文化概念、时间、因果动机和主题连贯性。我们呈现了人生叙事中的三种情境化方式，即时间宏观结构、个人生活的社会历史情境化以及文本与生活的分层和线性划分。作者在人生叙事中采用的这三种情境化形式，与研究者分析的对人生叙事的三种情境影响形式相辅相成，即讲述这些故事时的历史、个人和交流情境。一名年轻移民的人生叙事就是情境化的例证。
