F Van Alphen
Biographic Data
| ID | 53578 |
|---|---|
| NAME | F Van Alphen |
| GIVEN NAMES | F |
| FAMILY NAME | Van Alphen |
| SIGNATURE | VAN ALPHEN F |
| AFFILIATIONS | Universidad Autónoma de Madrid |
| ORCID | 0000-0002-6330-6889 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
The spectrum of distributed creativity: Tango dancing and its generative modalities
As scholars have recently emphasized, creativity is not restricted to the individual mind; it can happen in and through interaction. To evaluate the legitimacy of claims about “distributed creativity,” we propose a compare-and-contrast approach to Argentine tango. Tango is an improvisational leader–follower dance of a formally constrained kind, yet one that also allows for a range of modes of being creative together in real-time interaction. Six …
Diverse transnational backgrounds, same master narrative? Constructions of a national past among middle-school students
In this study, we aimed to explore the various ways in which the past is constructed, using or tinkering with a national master narrative, by students surrounded by and immersed in contemporary transnational plurality. Specifically, we studied the permanence of or variations on the Spanish ‘reconquest’ narrative among 14 to 15-year-old students of a public school in Madrid. Semi-structured individual interviews were carried out with 30 students w…
Reconstructing the ‘Reconquista’: Students’ negotiation of a Spanish master narrative
To analyse the different appropriations of the ‘Reconquest’ narrative schema in Spanish collective memory, this paper proposes a study following Bartlett’s method of repeated reproduction. Students from different backgrounds, within and outside of Spain, were presented historical narratives from less familiar perspectives than the traditional nationalist perspective. One week and again several months later they were asked to reproduce it. Over ti…
Culture as Embodiment: The Social Tuning of Behavior P. Voestermans and T. Verheggen Chichester
History, Collective Memories, or National Memories?
This chapter analyzes differences between memory and history stemming from a theoretical distinction between romantic and idealized goals and enlightened and critical understanding goals of history education. National narratives and national identity are two key elements in the construction of both collective memories and history education. This chapter analyzes and provides examples of theoretical and empirical work involving six different dimen…
The Construction of the Relation Between National Past and present in the Appropriation of Historical Master Narratives
Tango and Enactivism: First Steps in Exploring the Dynamics and Experience of Interaction
Identities: Never the Same Again
The Construction of the Relation Between National Past and present in the Appropriation of Historical Master Narratives
Tango and Enactivism: First Steps in Exploring the Dynamics and Experience of Interaction
Reconstructing the ‘Reconquista’: Students’ negotiation of a Spanish master narrative
To analyse the different appropriations of the ‘Reconquest’ narrative schema in Spanish collective memory, this paper proposes a study following Bartlett’s method of repeated reproduction. Students from different backgrounds, within and outside of Spain, were presented historical narratives from less familiar perspectives than the traditional nationalist perspective. One week and again several months later they were asked to reproduce it. Over ti…
Identities: Never the Same Again
Identities: Never the Same Again
Tango and Enactivism: First Steps in Exploring the Dynamics and Experience of Interaction
The Construction of the Relation Between National Past and present in the Appropriation of Historical Master Narratives
History, Collective Memories, or National Memories?
This chapter analyzes differences between memory and history stemming from a theoretical distinction between romantic and idealized goals and enlightened and critical understanding goals of history education. National narratives and national identity are two key elements in the construction of both collective memories and history education. This chapter analyzes and provides examples of theoretical and empirical work involving six different dimen…
Culture as Embodiment: The Social Tuning of Behavior P. Voestermans and T. Verheggen Chichester
Reconstructing the ‘Reconquista’: Students’ negotiation of a Spanish master narrative
To analyse the different appropriations of the ‘Reconquest’ narrative schema in Spanish collective memory, this paper proposes a study following Bartlett’s method of repeated reproduction. Students from different backgrounds, within and outside of Spain, were presented historical narratives from less familiar perspectives than the traditional nationalist perspective. One week and again several months later they were asked to reproduce it. Over ti…
Diverse transnational backgrounds, same master narrative? Constructions of a national past among middle-school students
In this study, we aimed to explore the various ways in which the past is constructed, using or tinkering with a national master narrative, by students surrounded by and immersed in contemporary transnational plurality. Specifically, we studied the permanence of or variations on the Spanish ‘reconquest’ narrative among 14 to 15-year-old students of a public school in Madrid. Semi-structured individual interviews were carried out with 30 students w…
The spectrum of distributed creativity: Tango dancing and its generative modalities
As scholars have recently emphasized, creativity is not restricted to the individual mind; it can happen in and through interaction. To evaluate the legitimacy of claims about “distributed creativity,” we propose a compare-and-contrast approach to Argentine tango. Tango is an improvisational leader–follower dance of a formally constrained kind, yet one that also allows for a range of modes of being creative together in real-time interaction. Six …
Sociology (8 works) · Psychology (6 works) · Computer Science (5 works) · Epistemology (5 works) · Aesthetics (4 works) · Art (4 works) · Educator Training and Historical Pedagogy (4 works) · Law (4 works) · Literature (4 works) · Narrative (4 works)