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Brockmeier, J (in press). Dissecting memory: unravelling the autobiographical process. From:
Beyond the Archive: Memory, Narrative, and the Autobiographical Process. Oxford & New York: Oxford University Press.
The stories we tell about ourselves and how we remember events can have a profound effect upon our conceptions of 'the self.' Brockmeier's essay on "Dissecting memory" examines how fiction and autobiography can both shape self-perception. To analyze this concept, Brockmeier uses Ian McEwan's novel Saturday as a kind of case study, which makes the narrator's stream-of-consciousness about both mundane and important matters as its driving focus, more so than external events. Selective remembering and selective forgetting involve both cognitive and psychological factors: memory is a neurological process, but emotions also affect how and what we remember. Forgetting is not necessarily a 'bad' thing: it can enable us to experience things afresh when we revisit them, versus solely dwelling in negative aspects of the past.
I found this essay particularly interesting because of the extent to which it highlighted the different ways I have told my own story -- to myself and to others -- in the past. There are a number of various elements to my character: I am a friend, student,...
This positional identity often affects how I see myself and therefore what I remember and what I forget when I am speaking and interacting with someone. Experiences can seem (and probably are) very disconnected but by telling a story, an individual is able to create a coherent sense of meaning and identity from these seemingly random bits of memory.
This idea can be very empowering: if we are the creators of our own autobiographies that means we can consciously change ourselves for the better by telling new stories. For example, if I have a very negative self-concept about myself regarding a particular issue (such as the idea that I am 'bad at math') simply by changing the narrative I tell about myself and remembering different, more positive recollections, I can create a new sense of identity.
Schraube, E. & Marvakis, A. (2015). Frozen fluidity: Digital technology and the transformation of students' learning and conduct of everyday life. In E. Schraube and C. Hojholt (Eds.), Psychology and the conduct of everyday life. London: Routledge.
Digital technology has become ubiquitous in the modern classroom: even traditional classrooms now usually have some online component,…
Schraube, E. & Marvakis, A. (2015). Frozen fluidity: Digital technology and the transformation of students' learning and conduct of everyday life. In E. Schraube and C. Hojholt (Eds.), Psychology and the conduct of everyday life. London: Routledge.
Digital technology has become ubiquitous in the modern classroom: even traditional classrooms now usually have some online component, such as chatrooms or message boards. This can be useful because of the way online technology can facilitate communication between students and teachers on a regular basis. New technology has been particularly useful in ending the old 'internalization' model of learning whereby students were envisioned as passive subjects who watched more experienced individuals perform tasks and then replicated the process by rote. Digital technology allows for a more interactive experience. It also underlines the extent to which teaching and learning are interrelated process, given the intimacy of communication between teacher and student. It is often said that the best way to learn something is to teach it. Students can also act as 'teachers' if they are more familiar with certain forms of technology than the instructor.
Learning today has the potential to be more expansive in nature and motivated by intellectual curiosity rather than defensive fear. Problem-oriented and participatory learning is encouraged by the mutual engagement of student and instructor online. Digital technologies have vastly expanded the ability of students to do research in multi-dimensional ways, incorporating new media and more diverse media than was possible when students were shackled to the library. This greater sense of ownership over their learning has the potential to enhance student engagement. However, there is also a negative side to this whereby technology can be used to control students (through mandatory log-ins and requiring more busy work submitted by email vs. meaningful assignments). There is also a risk of learning becoming increasingly standard and commodified through digitalization as the lack of face-to-face interaction reduces the pressure on instructors to personalize learning. Digital technology is thus a double-edged sword. It has the potential to make learning more accessible but also can create distance between teacher and learner.
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Autobiographical Memory How we remember our own lives is a huge factor in how we view ourselves in general. As such, our autobiographical memory can both impact and be impacted by our mood and mindset. The concept of the autobiographical memory is incredibly complex, and is often varied based on individual experiences and mood sets. The notion of the autobiographical memory is a complicated one for sure. There is a vast body
Given the fact that my upbringing was somewhat strict, at the age of 18 I decided I wanted to take control of my freedom and started to do things that I pknew others would not approve of. This is why I decided to get married at this age, although I was advised to do otherwise. It seems that my decision was not a correct one, since we divorced when
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The driver's head was bloody like mine, but he was conscious. He didn't look at me, and didn't say anything. I noticed that the car had four passengers; it might have been a mother and father, and two daughters, both very close to my age. The eldest was on her cell phone. "at the intersection of State Street and Main. There were three cars involved," she breathed gently. "Are you guys
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