We studied the process of cultural formation of responsibility in the face-to-face interactions between caregivers and children. “Recognition” is a key concept related to the results of this research; it is a concept that has revolutionized the understanding of the development of intersubjectivity. “Intersubjectivity” is a concept originating in phenomenology and is thought to be the essence of orality, that is, the world of spoken language and vocal culture. Honneth (2003) states that the formation of recognition is a three-stage process in response to the desire for recognition: recognition of the individual to recognition of the person to recognition of the subject. As we pass through these stages, we internalize the normative attitudes of partners with whom we interact and come to realize that we are socially “recognized.” However, if one fails to obtain an appropriate esteem, this hinders the reproduction of social life and leads to conflicts over recognition.

Our research proposed the hypotheses described below concerning the recognition of an individual, the most fundamental stage of the above-stated recognition formation process. When a participant (“Participant 1”: here, this is chiefly a caregiver, etc.) performs an act, the other participants have the ability to perceive what relevance with that act other semiotic resources available in the environment may have (“semiotic resources” refers to any type of thing that can be used as a symbol, including any types of natural objects, human artifacts, words, sequence of utterances, gestures, postures, etc.). The next participant (“Participant 2”: here, chiefly the child) performs an act in accordance with this perceived relevance. When the next participant (“Participant 3”: chiefly, a caregiver. This is often the same person as Participant 1) recognizes the act of Participant 2, the Participant 2 has achieved a responsibility, and a social life is regenerated. Conversely, if the act of Participant 2 is not recognized, a lack of esteem surfaces, leading to social conflict. In this way, children accumulate experiences in achieving responsibility via recognition from their respective caregivers, and intersubjectivity is developed.

This research project aimed to clarify the universal and culturally-distinctive aspects of the above-described hypotheses using empirical methods. To do so, data from three sources were used: (1) Longitudinal data collected in Japan by the Principal Investigator (Dr. Akira Takada) and his colleagues (2) Data based on long-term field work by young researchers in Asian and African countries, and (3) Related data accumulated by oversea cooperating researchers. These data are used to clarify the cultural processes of the development of intersubjectivity via recognition from others according to the following three aspects (socialization of behavior, somatization of language, and internalization of institutions) (Figure 1).

1. Socialization of behavior: Interaction analysis was used to clarify what aspects of behavior children and caregivers are “tuned in” to and in what ways. The discussion is focused on the formation process of physical and emotional interactive understanding that makes primitive recognition possible.

2. Somatization of language: Conversation analysis was used to clarify how grammatical characteristics of language work within interactions where responsibility is achieved through recognition. The discussion is focused on how language is “somaticized” or “embodied.”

3. Internalization of institutions: The process of a child’s acquisition of the customs and conventions specific to her or his society were analyzed from the viewpoint of language socialization. The discussion is focused on the role of recognition in the internalization process of social institutions.