Post on 17-Mar-2016
description
transcript
Center for Research on Activity, Development and Learning CRADLEUniversity of Helsinki
1
Annalisa Sannino
Center for Research on Activity, Development and Learning(CRADLE)
University of Helsinki
Moscow State University of Psychology and Education, 20-21 October 2009
Activity Theory as an Activist and Interventionist
Theory
Center for Research on Activity, Development and Learning CRADLEUniversity of Helsinki
2
Examples of critiques of recent activity-theoretical work in the West
The triangular representation of the activity system excludes subjectivity, sensuous experience, emotion and ethico-moral issues (Roth, 2009)
“The contemporary, widely known version of CHAT, related to Yrjö Engeström’s theoretical and empirical work, neglects different aspects of dialectical thinking and consequently narrows its potential to a socio-critical approach to societal practice and human development” (Langemeyer & Roth, 2006, p. 21)
Problematic or erroneous understanding of Leont’ev’s work - with regard to the concept of object (Kaptelinin, 2005), and the concept of task (Bedny & Karwowski, 2004)
Center for Research on Activity, Development and Learning CRADLEUniversity of Helsinki
3
Two claims, standing out from these examples of critiques
First claim: dominance of collectivity over subjectivitySecond claim: the triangular model distorts the dialectical basis of activity theory
Center for Research on Activity, Development and Learning CRADLEUniversity of Helsinki
4
Seeing contemporary contributions to activity theory in the perspective of
continuity with the historical lineage
Center for Research on Activity, Development and Learning CRADLEUniversity of Helsinki
5
Activity theory has the distinctive characteristic of developing as an
integral part of the historical turmoil through which activity theorists have
lived
Center for Research on Activity, Development and Learning CRADLEUniversity of Helsinki
6
Two main historical phases of turmoil
• the Russian revolution, which triggered the engagement of the founders
• the radical student movement, through which activity theory was rediscovered and further developed in Europe and other parts of the world
Center for Research on Activity, Development and Learning CRADLEUniversity of Helsinki
7
The historical lineage
Vygotsky’s psychological laboratory at the Gomel Teacher Training School for providing infrastructures for homeless children and for children with special needs (Yaroshevsky, 1984)
Luria and Leont’ ev’s research on emotions which provided criminologists with an early model of a lie detector (Luria, 2005, pp. 34-36)
Luria’s new methods of neuropsychological examinations of patients with brain damages and new treatments for restoring speech (Luria, 2005)
Center for Research on Activity, Development and Learning CRADLEUniversity of Helsinki
8
… The historical lineage Leont’ev’s work with injured solders for the rehabilitation of their lost movement functions, together with Gal’perin, Zaporozhets and Rubinshtein (Leont’ev & Zaporozhets, 1960)
Meshcheryakov (1979) work for educating children with multisensory imparement in the Zagorsk boarding school
Davydov’s (1990) large-scale interventions of developmental teaching covering entire schools and new methods of designing school subjects
The philosopher Ilyenkov grounded his philosophy in the educational practices carried on in the boarding school directed by Meshcheryakov (Levitin, 1982)
Center for Research on Activity, Development and Learning CRADLEUniversity of Helsinki
9
Two foundational epistemological principles for interventionism in
activity theory 1. Vygotsky’s principle of double stimulation 2. Marx’s principle of ascending from the
abstract to the concrete, explicated by Ilyenkov and put into practice in Davydov’s interventionist work
Center for Research on Activity, Development and Learning CRADLEUniversity of Helsinki
10
Vygotsky’s principle of double stimulation:
The mechanism with which human beings can intentionally break out of a contradictory situation and change their circumstances or solve difficult problemsThe first stimulus: the problem itselfThe second stimulus: an external artifact which subject turns into a sign by filling it with significant meaning With the help of the second stimulus the subject gains control of his/her action and a new understanding of the initial circumstances or problem
Center for Research on Activity, Development and Learning CRADLEUniversity of Helsinki
11
Ilyenkov/Davydov’s principle of ascending from the abstract to the
concreteAll thinking and learning is abstracting meaning from some initial sensory-concrete diffuse whole
Empirical abstractions, based on classifications of superficial features of phenomenaTheoretical abstractions, based on practical transformations, experimentation and change (neglected in schools)
Theoretical abstractions allow the learner to identify a functional relationship of the reality under scrutiny, also called germ cell
Center for Research on Activity, Development and Learning CRADLEUniversity of Helsinki
12
Response to the critiques
Taking into account the two interventionist epistemological principles
Subjectivity emerges as an achievement rather than as an assumption
Dialectics is not intrinsic in the triangular model; the model needs to be used in a process of ascending from the abstract to the concrete
Center for Research on Activity, Development and Learning CRADLEUniversity of Helsinki
13
Focusing on three examples of interventionist methods
developed within the framework of activity theory, namely
the Fifth Dimension, the Change Laboratory and the Clinic of Activity
Center for Research on Activity, Development and Learning CRADLEUniversity of Helsinki
14
The 5D (Cole, 1996) Activities characterized by the participation of undergraduate students in dyads or in small groups with children and by the use of a rich variety of ICT- based and other artifacts
A maze through which children move according to rules but also independently choosing learning tasks of their interest
Learning tasks: illustrated to children in task cards in which one can select among progressive levels of difficulty
Children are encouraged to communicate by writing with a mysterious figure generally called the Wizard
Envisioned key outcomes: active student participation, horizontal social learning, re-design of learning environments
Center for Research on Activity, Development and Learning CRADLEUniversity of Helsinki
Change Laboratory (Engeström, 2007)
• Typically conducted in an activity system that is facing a major transformation, often a relatively independent pilot unit in a large organization
• Participants: Working practitioners and managers, together with a small group of interventionist-researchers (when feasible, also clients or patients)
• Sessions: five to ten successive Change Laboratory sessions, often with follow-up sessions after some months
Envisioned key outcomes: collective agency, concept formation and implementation of new practices
Center for Research on Activity, Development and Learning CRADLEUniversity of Helsinki
16A Change Laboratory in a middle school
Mirror Model and vision
Ideas and tools
Center for Research on Activity, Development and Learning CRADLEUniversity of Helsinki
17
Interventions as debates between professionals on the basis of jointly produced cross-commentaries of videotaped images which depict daily activities at work
Envisioned key outcomes: individual agency, redesign of work actions, implementation of new professional actions
Clinic of Activity (Clot, 1995)
Center for Research on Activity, Development and Learning CRADLEUniversity of Helsinki
Cross-commentaries of the videotaped action of stopping the train
Center for Research on Activity, Development and Learning CRADLEUniversity of Helsinki
19
Characteristics of the 2 principles
Fifth Dimension Change Laboratory Clinic of Activity
Conflictual problem tasks (1st stimulus)
Problem tasks, not necessarily conflictual
Yes, in the mirror material
Yes, in the video excerpts
Use of auxiliary artifact (2nd stimulus)
Yes, with support from undergraduates
Yes, with conceptual models
Yes, with feedback from colleagues
Gained control and new understanding
Yes, of the task Yes, of the activity Yes, of key actions
Experimentation with(in) a problematic situation
Yes, with ‘what if’ questions
Yes, with ‘why’ questions
Yes, with ‘what if’ questions
Identification and modeling of germ cell
Occasional, mainly at the level of action
With a strong focus on activity
With a strong emphasis on action
Testing the germ cell
Possible With a strong focus on activity
With a strong emphasis on action
Implementing the theoretically –mastered solution
Possible With a strong focus on activity
Possible
Center for Research on Activity, Development and Learning CRADLEUniversity of Helsinki
20
Characteristics of the 2 principles
Fifth Dimension Change Laboratory Clinic of Activity
Conflictual problem tasks (1st stimulus)
Problem tasks, not necessarily conflictual
Yes, in the mirror material
Yes, in the video excerpts
Use of auxiliary artifact (2nd stimulus)
Yes, with support from undergraduates
Yes, with conceptual models
Yes, with feedback from colleagues
Gained control and new understanding
Yes, of the task Yes, of the activity Yes, of key actions
Experimentation with(in) a problematic situation
Yes, with ‘what if’ questions
Yes, with ‘why’ questions
Yes, with ‘what if’ questions
Identification and modeling of germ cell
Occasional, mainly at the level of action
With a strong focus on activity
With a strong emphasis on action
Testing the germ cell
Possible With a strong focus on activity
With a strong emphasis on action
Implementing the theoretically –mastered solution
Possible With a strong focus on activity
Possible
Center for Research on Activity, Development and Learning CRADLEUniversity of Helsinki
21
Characteristics of the 2 principles
Fifth Dimension Change Laboratory Clinic of Activity
Conflictual problem tasks (1st stimulus)
Problem tasks, not necessarily conflictual
Yes, in the mirror material
Yes, in the video excerpts
Use of auxiliary artifact (2nd stimulus)
Yes, with support from undergraduates
Yes, with conceptual models
Yes, with feedback from colleagues
Gained control and new understanding
Yes, of the task Yes, of the activity Yes, of key actions
Experimentation with(in) a problematic situation
Yes, with ‘what if’ questions
Yes, with ‘why’ questions
Yes, with ‘what if’ questions
Identification and modeling of germ cell
Occasional, mainly at the level of action
With a strong focus on activity
With a strong emphasis on action
Testing the germ cell
Possible With a strong focus on activity
With a strong emphasis on action
Implementing the theoretically –mastered solution
Possible With a strong focus on activity
Possible
Center for Research on Activity, Development and Learning CRADLEUniversity of Helsinki
22
Characteristics of the 2 principles
Fifth Dimension Change Laboratory Clinic of Activity
Conflictual problem tasks (1st stimulus)
Problem tasks, not necessarily conflictual
Yes, in the mirror material
Yes, in the video excerpts
Use of auxiliary artifact (2nd stimulus)
Yes, with support from undergraduates
Yes, with conceptual models
Yes, with feedback from colleagues
Gained control and new understanding
Yes, of the task Yes, of the activity Yes, of key actions
Experimentation with(in) a problematic situation
Yes, with ‘what if’ questions
Yes, with ‘why’ questions
Yes, with ‘what if’ questions
Identification and modeling of germ cell
Occasional, mainly at the level of action
With a strong focus on activity
With a strong emphasis on action
Testing the germ cell
Possible With a strong focus on activity
With a strong emphasis on action
Implementing the theoretically –mastered solution
Possible With a strong focus on activity
Possible
Center for Research on Activity, Development and Learning CRADLEUniversity of Helsinki
23
Characteristics of the 2 principles
Fifth Dimension Change Laboratory Clinic of Activity
Conflictual problem tasks (1st stimulus)
Problem tasks, not necessarily conflictual
Yes, in the mirror material
Yes, in the video excerpts
Use of auxiliary artifact (2nd stimulus)
Yes, with support from undergraduates
Yes, with conceptual models
Yes, with feedback from colleagues
Gained control and new understanding
Yes, of the task Yes, of the activity Yes, of key actions
Experimentation with(in) a problematic situation
Yes, with ‘what if’ questions
Yes, with ‘why’ questions
Yes, with ‘what if’ questions
Identification and modeling of germ cell
Occasional, mainly at the level of action
With a strong focus on activity
With a strong emphasis on action
Testing the germ cell
Possible With a strong focus on activity
With a strong emphasis on action
Implementing the theoretically –mastered solution
Possible With a strong focus on activity
Possible
Center for Research on Activity, Development and Learning CRADLEUniversity of Helsinki
24
Characteristics of the 2 principles
Fifth Dimension Change Laboratory Clinic of Activity
Conflictual problem tasks (1st stimulus)
Problem tasks, not necessarily conflictual
Yes, in the mirror material
Yes, in the video excerpts
Use of auxiliary artifact (2nd stimulus)
Yes, with support from undergraduates
Yes, with conceptual models
Yes, with feedback from colleagues
Gained control and new understanding
Yes, of the task Yes, of the activity Yes, of key actions
Experimentation with(in) a problematic situation
Yes, with ‘what if’ questions
Yes, with ‘why’ questions
Yes, with ‘what if’ questions
Identification and modeling of germ cell
Occasional, mainly at the level of action
With a strong focus on activity
With a strong emphasis on action
Testing the germ cell
Possible With a strong focus on activity
With a strong emphasis on action
Implementing the theoretically –mastered solution
Possible With a strong focus on activity
Possible
Center for Research on Activity, Development and Learning CRADLEUniversity of Helsinki
25
Characteristics of the 2 principles
Fifth Dimension Change Laboratory Clinic of Activity
Conflictual problem tasks (1st stimulus)
Problem tasks, not necessarily conflictual
Yes, in the mirror material
Yes, in the video excerpts
Use of auxiliary artifact (2nd stimulus)
Yes, with support from undergraduates
Yes, with conceptual models
Yes, with feedback from colleagues
Gained control and new understanding
Yes, of the task Yes, of the activity Yes, of key actions
Experimentation with(in) a problematic situation
Yes, with ‘what if’ questions
Yes, with ‘why’ questions
Yes, with ‘what if’ questions
Identification and modeling of germ cell
Occasional, mainly at the level of action
With a strong focus on activity
With a strong emphasis on action
Testing the germ cell
Possible With a strong focus on activity
With a strong emphasis on action
Implementing the theoretically –mastered solution
Possible With a strong focus on activity
Possible
Center for Research on Activity, Development and Learning CRADLEUniversity of Helsinki
26
Characteristics of the 2 principles
Fifth Dimension Change Laboratory Clinic of Activity
Conflictual problem tasks (1st stimulus)
Problem tasks, not necessarily conflictual
Yes, in the mirror material
Yes, in the video excerpts
Use of auxiliary artifact (2nd stimulus)
Yes, with support from undergraduates
Yes, with conceptual models
Yes, with feedback from colleagues
Gained control and new understanding
Yes, of the task Yes, of the activity Yes, of key actions
Experimentation with(in) a problematic situation
Yes, with ‘what if’ questions
Yes, with ‘why’ questions
Yes, with ‘what if’ questions
Identification and modeling of germ cell
Occasional, mainly at the level of action
With a strong focus on activity
With a strong emphasis on action
Testing the germ cell
Possible With a strong focus on activity
With a strong emphasis on action
Implementing the theoretically –mastered solution
Possible With a strong focus on activity
Possible
Center for Research on Activity, Development and Learning CRADLEUniversity of Helsinki
27
Characteristics of the 2 principles
Fifth Dimension Change Laboratory Clinic of Activity
Conflictual problem tasks (1st stimulus)
Problem tasks, not necessarily conflictual
Yes, in the mirror material
Yes, in the video excerpts
Use of auxiliary artifact (2nd stimulus)
Yes, with support from undergraduates
Yes, with conceptual models
Yes, with feedback from colleagues
Gained control and new understanding
Yes, of the task Yes, of the activity Yes, of key actions
Experimentation with(in) a problematic situation
Yes, with ‘what if’ questions
Yes, with ‘why’ questions
Yes, with ‘what if’ questions
Identification and modeling of germ cell
Occasional, mainly at the level of action
With a strong focus on activity
With a strong emphasis on action
Testing the germ cell
Possible With a strong focus on activity
With a strong emphasis on action
Implementing the theoretically –mastered solution
Possible With a strong focus on activity
Possible
Center for Research on Activity, Development and Learning CRADLEUniversity of Helsinki
28
Characteristics of the 2 principles
Fifth Dimension Change Laboratory Clinic of Activity
Conflictual problem tasks (1st stimulus)
Problem tasks, not necessarily conflictual
Yes, in the mirror material
Yes, in the video excerpts
Use of auxiliary artifact (2nd stimulus)
Yes, with support from undergraduates
Yes, with conceptual models
Yes, with feedback from colleagues
Gained control and new understanding
Yes, of the task Yes, of the activity Yes, of key actions
Experimentation with(in) a problematic situation
Yes, with ‘what if’ questions
Yes, with ‘why’ questions
Yes, with ‘what if’ questions
Identification and modeling of germ cell
Occasional, mainly at the level of action
With a strong focus on activity
With a strong emphasis on action
Testing the germ cell
Possible With a strong focus on activity
With a strong emphasis on action
Implementing the theoretically –mastered solution
Possible With a strong focus on activity
Possible
Center for Research on Activity, Development and Learning CRADLEUniversity of Helsinki
29
Characteristics of the 2 principles
Fifth Dimension Change Laboratory Clinic of Activity
Conflictual problem tasks (1st stimulus)
Problem tasks, not necessarily conflictual
Yes, in the mirror material
Yes, in the video excerpts
Use of auxiliary artifact (2nd stimulus)
Yes, with support from undergraduates
Yes, with conceptual models
Yes, with feedback from colleagues
Gained control and new understanding
Yes, of the task Yes, of the activity Yes, of key actions
Experimentation with(in) a problematic situation
Yes, with ‘what if’ questions
Yes, with ‘why’ questions
Yes, with ‘what if’ questions
Identification and modeling of germ cell
Occasional, mainly at the level of action
With a strong focus on activity
With a strong emphasis on action
Testing the germ cell
Possible With a strong focus on activity
With a strong emphasis on action
Implementing the theoretically –mastered solution
Possible With a strong focus on activity
Possible
Center for Research on Activity, Development and Learning CRADLEUniversity of Helsinki
30
Characteristics of the 2 principles
Fifth Dimension Change Laboratory Clinic of Activity
Conflictual problem tasks (1st stimulus)
Problem tasks, not necessarily conflictual
Yes, in the mirror material
Yes, in the video excerpts
Use of auxiliary artifact (2nd stimulus)
Yes, with support from undergraduates
Yes, with conceptual models
Yes, with feedback from colleagues
Gained control and new understanding
Yes, of the task Yes, of the activity Yes, of key actions
Experimentation with(in) a problematic situation
Yes, with ‘what if’ questions
Yes, with ‘why’ questions
Yes, with ‘what if’ questions
Identification and modeling of germ cell
Occasional, mainly at the level of action
With a strong focus on activity
With a strong emphasis on action
Testing the germ cell
Possible With a strong focus on activity
With a strong emphasis on action
Implementing the theoretically –mastered solution
Possible With a strong focus on activity
Possible
Center for Research on Activity, Development and Learning CRADLEUniversity of Helsinki
31
Characteristics of the 2 principles
Fifth Dimension Change Laboratory Clinic of Activity
Conflictual problem tasks (1st stimulus)
Problem tasks, not necessarily conflictual
Yes, in the mirror material
Yes, in the video excerpts
Use of auxiliary artifact (2nd stimulus)
Yes, with support from undergraduates
Yes, with conceptual models
Yes, with feedback from colleagues
Gained control and new understanding
Yes, of the task Yes, of the activity Yes, of key actions
Experimentation with(in) a problematic situation
Yes, with ‘what if’ questions
Yes, with ‘why’ questions
Yes, with ‘what if’ questions
Identification and modeling of germ cell
Occasional, mainly at the level of action
With a strong focus on activity
With a strong emphasis on action
Testing the germ cell
Possible With a strong focus on activity
With a strong emphasis on action
Implementing the theoretically –mastered solution
Possible With a strong focus on activity
Possible
Center for Research on Activity, Development and Learning CRADLEUniversity of Helsinki
32
Characteristics of the 2 principles
Fifth Dimension Change Laboratory Clinic of Activity
Conflictual problem tasks (1st stimulus)
Problem tasks, not necessarily conflictual
Yes, in the mirror material
Yes, in the video excerpts
Use of auxiliary artifact (2nd stimulus)
Yes, with support from undergraduates
Yes, with conceptual models
Yes, with feedback from colleagues
Gained control and new understanding
Yes, of the task Yes, of the activity Yes, of key actions
Experimentation with(in) a problematic situation
Yes, with ‘what if’ questions
Yes, with ‘why’ questions
Yes, with ‘what if’ questions
Identification and modeling of germ cell
Occasional, mainly at the level of action
With a strong focus on activity
With a strong emphasis on action
Testing the germ cell
Possible With a strong focus on activity
With a strong emphasis on action
Implementing the theoretically –mastered solution
Possible With a strong focus on activity
Possible
Center for Research on Activity, Development and Learning CRADLEUniversity of Helsinki
33
An agenda for future work and discussions
Opening up a new perspective for activity-theoretical research by drawing on
findings from the Change Laboratory, the Clinic of Activity, the Fifth Dimension and possible other
methods asimplementations of the principles of double
stimulation and ascending form the abstract to the concrete