Harreà’s positioning theory posits discourse as the concrete context within which selves are produced, but accentuates the dissociation between the physical engagement in a conversation and ‘location’ in a conceptual interpersonal space. The thesis that positioning involves selective attention, and that selected positions express ongoing transformations in the hearer’s experiential realm is expanded here initially by reference to Gibson’s direct‐perception theory. The concepts of indexical and symbolic affordances are introduced to describe the function of utterances in setting parameters for hearer’s behavioural and social‐relational engagement, respectively. This implicates a construct of ‘psychological value’ (i.e., the affective intensity and valence of elements of experience), as proposed by C. G. Jung. The essay draws attention to the idea of symbol forming as a process whereby abstract self/world relations are articulated in one’s actions and thoughts, and in which context the ‘reception’ of others’ actions and utterances as having positioning implications may be understood.

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Jung's (1928/1988) radical revision of Freud's libido theory is critically reviewed here with a focus on its cogency, rather than historical context, identifying its convergence with gestalt field theory and the relational concept of mind. Jung was aware of a tension between his `pure' concept of psychic energy and the `applied' concept, already established in clinical practice. Today the latter is familiar, though objectionable on scientific and philosophical grounds, whilst Jung's arguably persuasive thesis is virtually unknown. Jung contended that energy is not a force, the functional context of behaviour is a closed system of psychological values, and therefore libido is not substance or desire. His proposal for applying the concept in psychology, especially regarding symbol formation, is less successful, reiterating the metaphor of libidinal flow. Parallels between Jung's thesis and current debates concerning the ontological status of information and informational processes are pointed out.

Rhetorical moves that construct humanoid robots as social agents disclose tensions at the intersection of science and technology studies (STS) and social robotics. The discourse of robotics often constructs robots that are like us (and therefore unlike dumb artefacts). In the discourse of STS, descriptions of how people assimilate robots into their activities are presented directly or indirectly against the backdrop of actor-network theory, which prompts attributing agency to mundane artefacts. In contradistinction to both social robotics and STS, it is suggested here to view a capacity to partake in dialogical action (to have a 'voice') as necessary for regarding an artificial as authentically social. The theme is explored partly through a critical reinterpretation of an episode that Morana Alač reported and analysed towards demonstrating her bodies-in-interaction concept. This paper turns to 'body' with particular reference to Gibsonian affordances theory so as to identify the level of analysis at which dialogicality enters social interactions.

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Post-modern psychology embodies two core themes, the social mind and the narrative self. Whereas the social-mind thesis seems diametrically opposed to Jung's position regarding human nature, the narrative-self thesis is associated with research and theorizing about personal myth and mythmaking in ways that could make contact with Jung's concerns. Jung's view is examined here with particular attention to McAdams' theory of narrative identity. It is suggested that the ostensible differences between Jung and post-modern psychology might reflect divergent interests, rather than necessarily irreconcilable worldviews.

This paper presents a critique of the educational model of emotional and behavioural difficulties in British education. In the wake of strong criticisms of the so-called medical model of maladjustment (pre-1980s), educational policies have defined the 'disturbing' pupil as having emotional and behavioural difficulties, and have more recently shifted towards reconstructing such difficulties as matters of discipline within school. The arguments from social science, semantics and ethics that were brought into play in the anti-medical critique are considered here in view of their consequences today for the construction of the 'disruptive pupil' and dilemmas for practitioners.

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