Perspectives on Activity Theory
Yrjö Engeström, Reijo Miettinen, Raija-Leena Punamäki, Cambridge University Press
Cambridge University Press, Jan 13, 1999 - Psychology - 462 pages
Activity theory is an interdisciplinary approach to human sciences that originates in the cultural-historical psychology school of thought, intitiated by Vygotsky, Leont'ev and Luria. Activity theory takes the object-oriented, artifact-mediated collective activity system as its unit of analysis, thus bridging the gulf between the individual subject and the societal structure. This volume is the first comprehensive presentation of contemporary work in activity theory, with twenty-six original chapters by authors from ten countries. The first part of the book discusses central theoretical issues, and the second part is devoted to the acquisition and development of language. Part Three contains chapters on play, learning, and education, and Part Four addresses the meaning of new technology and the development of work activities. The final section covers issues of therapy and addiction.
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Activity theory and individual and social transformation
The content and unsolved problems of activity theory
Knowledge as shared procedures
Activity theory in a new era
Society versus context in individual development Does theory make a difference?
Cultural psychology Some general principles and a concrete example
Laws logics and human activity
Collapse creation and continuity in Europe How do people change?
Activity formation as an alternative strategy of instruction
Activity theory and history teaching
Didactic models and the problem of intertextuality and polyphony
Metaphor and learning activity
Transcending traditional school learning Teachers work and networks of learning
The theory of activity changed by information technology
Activity theory transformation of work and information systems design
Innovative learning in work teams Analyzing cycles of knowledge creation in practice
Activity theory and the concept of integrative levels
The relevance to psychology of Antonio Gramscis ideas on activity and common sense
The expanded dialogic sphere Writing activity and authoring of self in Japanese classrooms
Improvement of schoolchildrens reading and writing ability through the formation of linguistic awareness
Psychomotor and socioemotional processes in literacy acquisition Results of an ongoing case study involving a nonvocal cerebral palsic young man
Play and motivation
Drama games with 6yearold children Possibilities and limitations
Object relations theory and activity theory A proposed link by way of the procedural sequence model
The concept of sign in the work of Vygotsky Winnicott and Bakhtin Further integration of object relations theory and activity theory
From addiction to selfgovernance
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actions activity system activity theory adults analysis approach artifacts aspects basic basis become behavior called Cambridge chapter child cognitive collective common sense communication concept concrete connected construction context contradictions created creative critical cultural described discussion example existence experience explain Figure formation function goals historical human ideas important individual instruction integration interaction internal involved kind knowledge language learning linguistic material means mediated Meeting metaphor methods mind motives movement nature needs notion object operations organization person philosophy play possible practice present principle problem procedures production psychology question reading reality References relations relationship represented role sentence situation social society specific speech structure symbolic task teachers teaching theoretical thinking thought tion transformation understanding utterance Vygotsky writing
Page 3 - The chief defect of all hitherto existing materialism — that of Feuerbach included — is that the thing, reality, sensuousness, is conceived only in the form of the object or of contemplation, but not as human sensuous activity, practice, not subjectively.
Page 3 - The materialist doctrine concerning the changing of circumstances and upbringing forgets that circumstances are changed by men and that it is essential to educate the educator himself. This doctrine must, therefore, divide society into two parts, one of which is superior to society.