Activity theory has long been an influential framework in the field of education. However, its theoretical concepts are not easily grasped by scholars, mainly due to difficulties in translation from the original Russian works, the complexity of these concepts and multiple versions embedded within the tradition. The two major approaches within activity theory were established by Leontiev and another version proposed later by Engeström, and they have often been confused and conflated together in the literature. This paper provides a much-needed (...) theoretical comparison between these approaches in regard to the field of education. The criteria for comparison involve their theoretical foundations, central phenomena of interest, key theoretical concepts, units of analysis and explanatory mechanisms. Insights from this paper contribute to establishing a more refined understanding of activity theory and its variants, which in turn allows researchers to make more informed decisions when selecting and using these frameworks. Implications for practical research practices are discussed with examples from the area of teacher professional development. (shrink)

This second companion volume on engineering studies considers engineering practice including contextual analyses of engineering identity, epistemologies and values. Key overlapping questions examine such issues as an engineering identity, engineering self-understandings enacted in the professional world, distinctive characters of engineering knowledge and how engineering science and engineering design interact in practice. -/- Authors bring with them perspectives from their institutional homes in Europe, North America, Australia\ and Asia. The volume includes 24 contributions by more than 30 authors from engineering, the (...) social sciences and the humanities. Additional issues the chapters scrutinize include prominent norms of engineering, how they interact with the values of efficiency or environmental sustainability. A concluding set of articles considers the meaning of context more generally by asking if engineers create their own contexts or are they created by contexts. -/- Taken as a whole, this collection of original scholarly work is unique in its broad, multidisciplinary consideration of the changing character of engineering practice. (shrink)

This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics. It is contributed to by 130 researchers from 30 countries; it provides a logically structured, fully referenced guide to the ways in which science and mathematics education is, informed by the history and philosophy of these disciplines, as well as by the philosophy of education more generally. The first handbook to cover the (...) field, it lays down a much-needed marker of progress to date and provides a platform for informed and coherent future analysis and research of the subject. -/- The publication comes at a time of heightened worldwide concern over the standard of science and mathematics education, attended by fierce debate over how best to reform curricula and enliven student engagement in the subjects There is a growing recognition among educators and policy makers that the learning of science must dovetail with learning about science; this handbook is uniquely positioned as a locus for the discussion. -/- The handbook features sections on pedagogical, theoretical, national, and biographical research, setting the literature of each tradition in its historical context. Each chapter engages in an assessment of the strengths and weakness of the research addressed, and suggests potentially fruitful avenues of future research. A key element of the handbook’s broader analytical framework is its identification and examination of unnoticed philosophical assumptions in science and mathematics research. It reminds readers at a crucial juncture that there has been a long and rich tradition of historical and philosophical engagements with science and mathematics teaching, and that lessons can be learnt from these engagements for the resolution of current theoretical, curricular and pedagogical questions that face teachers and administrators. (shrink)

This article employs the basic tenets of critical realism to provide a philosophical foundation for understanding and resolving the dualisms of activity theory. Its argument follows in four parts. First I develop an immanent critique that shows the problems within activity theory; it reveals that several dualisms were present from the onset, and further that an implicit ontology allows activity theorists to presuppose critical realism in practice. I claim that the historical development of activity theory is marked by attempts to (...) resolve contradictions, which are signalling devices pointing to the need for theoretical expansion. To shed light on attempts to mend dualisms, I then introduce the notion of a ‘patch’ because it functions as a mechanism that sustains dualisms and gaps in practice. An omissive critique identifies the key omitted element that causes the dualisms; namely, the omission of a critique of Humean philosophy and classical empiricism. Finally,, after effectively isolating and explaining the source of dualisms, I prepare the ground for a protoexplanatory critique to rectify them. (shrink)

This study explores how peer advising affects student project teams’ discussions of engineering ethics. Peer ethics advisors from non-engineering disciplines are expected to provide diverse perspectives and to help engineering student teams engage and sustain ethics discussions. To investigate how peer advising helps engineering student teams’ ethics discussions, three student teams in different peer advising conditions were closely observed: without any advisor, with a single volunteer advisor, and with an advising team working on the ethics advising project. Micro-scale discourse analysis (...) based on cognitive ethnography was conducted to find each team’s cultural model of understanding of engineering ethics. Cultural-historical activity theory analysis was also conducted to see what influenced each team’s cultural model. In cultural model, the engineering team with an ethics advising team showed broader understanding in social implications of engineering. The results of CHAT analysis indicated that differences in rules, community, and division of labor among three teams influenced the teams’ cultural models. The CHAT analysis also indicated that the peer advisors working on the ethics advising project and the engineering team working on engineering design project created a collaborative environment. The findings indicated that collaborative environment supported peer ethics advising to facilitate team discussions of engineering ethics. (shrink)

The cross-disciplinary framework of Material Engagement Theory (MET) has emerged as a novel research program that flexibly spans archeology, anthropology, philosophy, and cognitive science. True to its slogan to ‘take material culture seriously’, “MET wants to change our understanding of what minds are and what they are made of by changing what we know about what things are and what they do for the mind” (Malafouris 2013, 141). By tracing out more clearly the conceptual contours of ‘material engagement,’ and firming (...) up its ontological commitments, the main goal of this article is to help refine Malafouris’ fertile approach. In particular, we argue for a rapprochement between MET and the tradition of Cultural-Historical Activity Theory, based on the ‘Vygotskian’ hypothesis of scaffolded and/or distributed cognition. (shrink)

Inquiry teaching can be viewed as an approach for communicating the knowledge and practices of science to learners. In its various forms inquiry offers potential learning opportunities and poses constraints on what might be available to learn. Philosophical analysis offers ways of understanding inquiry, knowledge, and social practices. This chapter will examine philosophical problems that arise from teaching science as inquiry. Observation, experimentation, measurement, inference, explanation, and modeling pose challenges for novice learners who may not have the conceptual and epistemic (...) knowledge to engage effectively in such scientific practices in inquiry settings. Science learning entails apprenticeship and socialization into a legacy of conceptual knowledge and epistemic practices (Kelly. Inquiry, Activity, and Epistemic Practice. In R. Duschl & R. Grandy (Eds.) Teaching Scientific Inquiry: Recommendations for Research and Implementation (pp. 99–117; 288–291). Rotterdam: Sense Publishers, 2008). Modern science increasingly relies on abstract and computational models that are not readily constructed from the student-driven questions that often function as an early step in inquiry approaches to instruction. Thus, engaging students in the epistemic practices of science poses challenges for educators. -/- The argument developed in this chapter draws from an epistemological position that makes clear the need for building from extant disciplinary knowledge of a relevant social group in order to learn through inquiry. Establishing a social epistemology in educational settings provides opportunities for students to engage in ways of speaking, listening, and explaining that are part of constructing knowledge claims in science (Kelly and Chen. Journal of Research in Science Teaching 36, 883–915, 1999). This perspective on epistemology emphasizes the importance of dialectical processes in science learning. Thus, an inquiry-oriented pedagogy needs to attend to developing norms and practices in educational settings that provide opportunities to learn through and about inquiry. By considering the situated social group as the epistemic subject, inquiry teaching and learning can be viewed as creating opportunities for supporting the conceptual, epistemic, and social goals of science education (Duschl. Review of Research in Education, 32, 268–291, 2008; Kelly. Inquiry, Activity, and Epistemic Practice. In R. Duschl & R. Grandy (Eds.) Teaching Scientific Inquiry: Recommendations for Research and Implementation (pp. 99–117; 288–291). Rotterdam: Sense Publishers, 2008). -/- The chapter addresses the philosophical considerations of inquiry in science education by identifying the epistemological constraints to teaching science as inquiry, reviewing the potential contributions of philosophy of science to discussions regarding inquiry, considering how social epistemology aligns with developments in psychology of learning with understandings about science, and offering ways that philosophical analysis can contribute to the on-going conversations regarding science education reform. (shrink)

The paper examines Developmental Work Research –based interventions from the perspective of qualitative research. The motive comes from two directions. First, the DWR has turned the scientific focus quite early toward trans- and interdisciplinary collaboration and methodology. However, the approach has been recognized more through its intervention theory and practice, and less as a particular research design, which can contribute to qualitative research strategy. Second, there is a trend towards one-dimensional evidence-based approach, which foregrounds standards of methods in the context (...) of new public management of science. The paper views developmental interventions as representing an alternative way of research with the practice-inspired methodology offering practice-based source of evidence. To examine more this alternative the paper deals with the question how developmental interventions can be considered research designs that make context and dialogue the basis of research. Considering the DWR methodology, the paper argues that although dialogue is central in actualizing an intervention, dialogical epistemology has remained as underdeveloped in the approach. The paper focuses on dialogicality and sense making in developmental interventions examining the processes of anchoring and objectification, object in relation to personal sense, and how the individual and collective processes are linked and coexist in the complex relationship between pragmatic activity and social processes. As illustrations of ideas, pieces of data from conducted developmental interventions are used. (shrink)

The teacher’s role in the university classroom has traditionally been to present the syllabus to listening students. In Norway new rules have been introduced for the activity in this classroom. The overarching goal for the teaching is to organize a learning situation that makes the students active learners. The article deals with the teacher as a researcher, and focuses on how innovative actions can be implemented by the teacher and studied from a researcher point of view. The text presents cultural (...) historical activity theory (CHAT) as both the theoretical framework for the organized actions in the classroom and as an approach for studying the classroom processes. The article gives an overview over a material that can be gathered in a classroom characterized by student activity. It ends by reflections on how development in one classroom can be transferred to other classrooms.  . (shrink)

Different paradigms or perspectives function as the point of departure and framework for research. In this article ethical issues in the positivist and constructivist paradigms are presented. The article points out that more or less the same ethical codes are used in these paradigms, but with some nuanced interpretations. CHAT (cultural historical activity theory) is presented as a third paradigm. While conducting research, one intention within this paradigm is to change and improve practice. This means that the researcher and the (...) research participants during the research process together set the goals for the work and try to change practice en route to these goals. The relation between the researcher and the research participants is different than in the other two presented paradigms. This means that research in the CHAT paradigm also needs to be guided by different ethical codes. The purpose of this article is to show how some of the traditional ethical codes which direct research both in the positivist and constructivist paradigm change and are also inadequate in the CHAT paradigm. The article presents and discusses ethical codes that challenge the researchers’ communicative, social and knowledge competence. (shrink)

Formative intervention methodologies, such as the Change Laboratory, are increasingly being used in work environments. However, the learning process entailed in the application of these methodologies has received insufficient attention and may be facilitated through the use of learning platforms. We examined the development of learning and training strategies for implementing formative interventions, drawing on the experiences of a research group focusing on workers’ health. Information obtained from individuals involved in CL formative activities was analyzed and interpreted using Cultural-Historical Activity (...) Theory and the theory of expansive learning. The process of learning to implement formative interventions unfolded gradually, beginning with the interventionists’ initial exposure to abstract concepts that they subsequently internalized via various mediations and applied in concrete situations. Four key interventionist training strategies used to foster collective learning were identified: promoting dialogues and exchange of experiences, creating environments for continuous learning and permanent discussion, creating spaces for experimentation and the practical application of concepts, and the use of the double stimulation method during training programs. (shrink)

Computer-mediated interaction poses new challenges for theories and models of social interaction concerned with relationships between humans and tools. This article discusses deaf signers using sign language in computer-mediated space, a case in which a new technological ‘tool’ is integrated into existing practices and conventions, but also requires new innovations. An influential model for studying humans, tool use, and social interaction is Activity Theory. However, in analyzing procedures deaf signers use in learning how to manage communication in computer-mediated space, key (...) notions of Activity Theory, notably the ‘mediation’ properties of tools and the categories of subject and tool, are found to be insufficient. I propose adding to the concept of mediation and characterizing the relationship between subjects and new tools in interaction as one in which tools are ‘prostheses’ which interactants learn to inhabit. Based on looking at people learning to use a new technology, I argue, a key process in activities with new tools is a process where interactants learn how to enhance and constrain, extend and transform properties of the human body. (shrink)

Museum practice remains rooted in its historical ontology of nature-culture dualism. This article moves beyond this dualism by combining Bhaskar’s dialectical MELD schema with cultural historical a...

Although learning has always been a central topic for philosophy of education, little attention has been paid to the notion of group learning. This article outlines and discusses some plausible examples of group learning. Drawing on these examples, various principles and issues that surround the notion of group learning are identified and discussed. These principles and issues are then further elaborated in the context of a detailed discussion of practice theory and its relevance for thinking about group learning and group (...) practice. (shrink)

In this case-report we describe an experience where alternative places – rather than the classroom – are exploited to implement learning processes. We maintain that this experience is a good example of materiality because it focuses on a project where students had the opportunity to re-design a public space. To this aim, various objects and tools are used to support discussions and exchanges with new stakeholders. Our theoretical vision combines Piaget’s and Vygotsky’s tradition with an innovative framework called the Trialogical (...) Learning Approach (TLA). From such theoretical background an idea of materiality emerges, that refers to material in combination with the social relationships developed around the material. Our case-report concerns a participatory project run by Rete Dialogues, a national school network focusing on global citizenship education. Our research question is: how can this project highlight the connection between the TLA and socio-materiality? Since 2017, around 200 students (age 7-16) and 20 teachers from different schools have been engaged in tackling the degradation of an important square in Rome. The project – “Dialogues in the Square” (DiS) was developed with several stakeholders that contributed to the understanding of critical issues influencing the maintenance of the square, in the perspective of planning, and possibly implementing improvements proposed by students. Crucial is the cooperation with two important urban art projects: i) the pilot-project MACRO-ASILO, run by the MACRO museum in Rome and aimed at connecting the world of art with the city life; ii) the “building sites” of the Rome Rebirth Forum, inspired by the world-known artist Michelangelo Pistoletto’s “third paradise” methodology, that encourages responsibility and action taking on sustainability through art. Drawing on data collected through direct observations and video recordings, we aim to show and make sense of the connection between the TLA and socio-materiality, highlighting three key elements: the flexible use of mediation tools, the overcoming of the dichotomy between individual and collective learning through reflection, and the re-shaping of social practices. (shrink)

This paper examines how a classroom culture develops advanced strategies and procedures for handling complex digital tools. We report from a vocational Media and Communication course at an Upper Secondary School in Oslo, Norway. Our analysis reveals how a procedure called practical assignments has developed historically at the school, and how this procedure is carried out in the classroom. Theoretically, our study is informed by Activity Theory, which affords us tools to analyze how social institutions and learning trajectories evolve over (...) time, and how longitudinal dimensions emerge in situ. Our findings show how teachers and learners create a space for solving context-specific problems involving sophisticated technology. A historical analysis is here crucial not only in understanding why digital technologies are used in specific ways, but also how they evolve into classroom conventions. (shrink)

Background: Our theoretical perspectives direct our research processes. The article contributes to the debate on Cultural Historical Activity Theory (CHAT) and Dewey’s idea-based social constructivism, and to the debate on methodology and how the researcher’s theoretical stance guides the researcher in his or her work. Purpose: The article presents fundamental ideas within CHAT and Dewey’s idea-based social constructivism. The purpose of the text is to discuss and examine how ideas in these two theories guide educational research conducted within the framework (...) of these two approaches. Furthermore, the article aims to contribute to the discussion on CHAT and Dewey’s theory. Sources of evidence: Ideas based on Vygotsky’s theories, represented mainly by James Wertsch, Michael Cole, Barbara Rogoff and Yrjö Engeström, and Dewey’s ideas, are examined and discussed in relation to educational research. Furthermore, statements made by Mietinnen, Garrison and Rorty are taken into account in the discussion on the two outlined theories. Main argument: When CHAT and Dewey’s theory guide researchers in their work, they have to take the context or situation into consideration. Artefacts are treated as part of this context, and therefore have to be a focal point of the research. In educational research the classroom and the teacher are also central parts of the learning environment or context. The teacher is the one to form the learning environment in which the pupils think and act, and therefore, the teacher’s role in the classroom is important. If researchers are to manage to focus on pupils’ learning, they must direct their research focus both on the teacher as an organizer of the activities and on the collaborating and supporting processes between the teacher and the pupils, and between the pupils. This means that the research focus has to include both activity and dialogue, which includes processes in all their complexity. Conclusions: Mediating artefacts play a central role both in CHAT and Dewey’s theory. If the researcher is to ascertain what the pupils learn when using specific artefacts, he or she will have to study the activities or processes within which these learning aids are used. This indicates that the researcher has to study learning processes in progress. Garrison states that Dewey’s approach is a philosophy of cultural development. Miettinen finds that Dewey’s theory does not serve as the foundation for both historical and cultural analyses of action. I disagree with Rorty and Mietinnen, and rather follow Garrison’s lead. In both theories, social, cultural and historical factors are, in my opinion, viewed as decisive factors intertwined in what happens here and now. Therefore the setting that frames the activity with its social, cultural and historical aspects also has to be brought into focus in one’s research activity. (shrink)

In addressing the persistent challenge of fully integrating individual dimensions and human subjectivity within the cultural-historical activity theory, this paper suggests several steps to revise its core onto-epistemology in an expansive approach termed the transformative activist stance. This approach outlines the subtle dialectics of individual and collective planes of human praxis whereby each individual is shaped by collective history and collaborative practices while at the same time shaping and real-izing them through contributing to their collective, dynamic materiality in moving beyond (...) the status quo. In capitalizing on people always transcending what exists in ‘the here and now,’ in a non-adaptive fashion, based in a commitment and vision to how the world “ought to be,” the individual subjectivity is reclaimed as itself a fully social, embodied, material-discursive process. Individual subjectivity and agency gain status through contributing to changes in “collectividual” practices as the primary onto-epistemology of a unitary realm that is individual and social/collective at the same time. (shrink)

This paper presents some reflections about an approach in work psychology: the Activity Clinic. After a brief introduction to the conceptual background of the “Activity Clinic”, it covers three deeply interconnected themes. The first concerns the meaning attributed to the development of the affects present in the work situation under analysis; the second discusses the reasons for the conflicts that are ultimately due to these affects; the third considers how a method of co-analysis of the activity can lead towards transformation (...) of those conflicts. Our reflections refer to the process engendered by this methodological approach as one of “transferential activity”. The paper explains this process by empirically describing the “transport” of affects involved in the conflicts. The personal interpretation of the cause of problems gives way to the understanding that they are due to organizational dysfunction rather than to individual personalities. Measures can then be taken to break the deadlocks experienced both at the personal and collective level. (shrink)

Der Begriff der Globalisierung wird in unterschiedlichen Kontexten in jeweils unterschiedlicher Bedeutung benutzt; in ihm kommt es zu einer Verwischung von Tatsachen und Fiktion – von Existentem und Nichtexistentem. Der Globalisierungsbegriff bezieht sich etwa auf staatsübergreifende wirtschaftliche, politische und kulturelle Prozesse. Eine philosophische bzw. konzeptuelle Begründung der Globalisierung gibt es nicht. Westliche philosophische Metanarrative werden lokal interpretiert; eine globale Interpretation von Metanarrativen gibt es nicht. Etymologisch bedeutet ‘Verstehen’: zwischen den Unterschieden stehen, etwa zwischen Tatsachen und Fiktion. Die Logik des Sachwissens (...) ist eine Logik des Stands zwischen Hoffnung und Realität – zwischen Nichtexistentem und Existentem. Die Logik des Sachwissens ist eine generelle Theorie des Verstehens. Als eine wahrhaft allgemeine Theorie ist die Logik des Sachwissens weltweit grenzüberschreitend. Demnach bildet die Logik des Sachwissens die Grundlage für eine Philosophie der Globalisierung. (shrink)

The article presents a Gramscian reading of organisational interventions within the framework of developmental work research. Developmental work research is based on Engeström’s concepts of activity system and expansive learning cycle. It utilizes the theoretical vocabulary provided by Marx and Ilyenkov and is situated in the traditions of cultural-historical and critical research. In recent years, critical commentaries have pointed to a need to reconsider questions related to transformation, contradictions and power within the approach. The Gramscian reading here suggests that the (...) concepts of transformism, hegemony and dialectic pedagogy could open potential ways to reformulate certain elements of both the practice of organisational intervention and the theoretical principles of developmental work research. (shrink)

La notion de mondialisation est utilisée dans différents contextes et a des sens différents ; elle mélange les faits et la fiction, l’existant et le non-existant. La notion de mondialisation renvoie à des processus économiques, politiques et culturels qui dépassent les frontières des États-nations. Il n’y a pas de fondement philosophique, c’est-à-dire conceptuel, de la mondialisation : les méta-récits occidentaux sont interprétés au niveau local ; il n’y a pas d’interprétation globale du méta-récit. D’un point de vue étymologique, « l’entendement (...) » implique une position entre les divergences, par exemple, entre les faits et la fiction. La logique de l’expertise est une logique se situant entre l’espoir et la réalité, entre l’existant et le non-existant. La logique de l’expertise est une théorie générale de l’entendement. En tant que théorie générale, la logique de l’expertise dépasse les frontières au niveau global. Ainsi, la logique de l’expertise forme le fondement de la philosophie de la mondialisation. (shrink)