Perspectives on Activity Theory

doi:10.1017/CBO9780511812774

Activity theory is an interdisciplinary approach to human sciences that originates in the cultural-historical psychology school, initiated by Vygotsky, Leont'ev, and Luria. It 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 1999 volume includes 26 chapters on activity theory by authors from ten countries. In Part I of the book, central theoretical issues are discussed from different points of view. Some topics addressed in this part are epistemology, methodology, and the relationship between biological and cultural factors. Part II is devoted to the acquisition and development of language. This part includes a chapter that analyzes writing activity in Japanese classrooms, and a case study of literacy skills of a man with cerebral palsy. Part III contains chapters on play, learning, and education, and Part IV addresses the meaning of technology and the development of work activities. The final part covers issues of therapy and addiction.

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Contents

Frontmatter
pp i-vi
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Contents
pp vii-ix
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List of contributors
pp x-xii
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Series foreword
pp xiii-xiv
- By Roy Pea, John Seely Brown, Jan Hawkins
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Introduction
pp 1-16
- By Yrjö Engeström, University of California, Reijo Miettinen, University of Helsinki
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Part I - Theoretical issues
pp 17-18
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1 - Activity theory and individual and social transformation
pp 19-38
- By Yrjö Engeström, University of California
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2 - The content and unsolved problems of activity theory
pp 39-52
- By Vassily V. Davydov, The Russian Academy of Education
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3 - Knowledge as shared procedures
pp 53-64
- By Stephen Toulmin, University of Southern California
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4 - Activity theory in a new era
pp 65-69
- By Vladimir A. Lektorsky, Russian Academy of Science, Moscow
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5 - Society versus context in individual development: Does theory make a difference?
pp 70-86
- By Charles W. Tolman, University of Victoria
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6 - Cultural psychology: Some general principles and a concrete example
pp 87-106
- By Michael Cole, University of California
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7 - Laws, logics, and human activity
pp 107-114
- By Antti Eskola, University of Tampere
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8 - Collapse, creation, and continuity in Europe: How do people change?
pp 115-132
- By Yrjö-Paavo Häyrynen, University of Joensuu
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9 - Activity theory and the concept of integrative levels
pp 133-146
- By Ethel Tobach, American Museum of Natural History, New York
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10 - The relevance to psychology of Antonio Gramsci's ideas on activity and common sense
pp 147-162
- By Francesco Paolo Colucci, Universita degli Studi di Milano
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Part II - Language and its acquisition
pp 163-164
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11 - The expanded dialogic sphere: Writing activity and authoring of self in Japanese classrooms
pp 165-182
- By Yuji Moro, University of Tsukuba
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12 - Improvement of schoolchildren's reading and writing ability through the formation of linguistic awareness
pp 183-205
- By Kyoshi Amano, Chuo University
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13 - Psychomotor and socioemotional processes in literacy acquisition: Results of an ongoing case study involving a nonvocal cerebral palsic young man
pp 206-228
- By Matthias Bujarski, Freie Universität Berlin, Martin Hildebrand-Nilshon, Freie Universität Berlin, Jan Kordt, Freie Universität Berlin
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Part III - Play, learning, and instruction
pp 229-230
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14 - Play and motivation
pp 231-249
- By Pentti Hakkarainen, University of Jyäaskylä
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15 - Drama games with 6-year-old children: Possibilities and limitations
pp 250-263
- By Stig Broström, Royal Danish School of Educational Studies, Copenhagen
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16 - Activity formation as an alternative strategy of instruction
pp 264-281
- By Joachim Lompscher, Potsdam University
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17 - Activity theory and history teaching
pp 282-297
- By Mariane Hedegaard, Aarhus University
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18 - Didactic models and the problem of intertextuality and polyphony
pp 298-313
- By Jacques Carpay, Free University of Amsterdam, Bert Van Oers, Free University of Amsterdam
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19 - Metaphor and learning activity
pp 314-324
- By Bernd Fichtner, University of Siegen
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20 - Transcending traditional school learning: Teachers' work and networks of learning
pp 325-344
- By Reijo Miettinen, University of Helsinki
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Part IV - Technology and work
pp 345-346
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21 - The theory of activity changed by information technology
pp 347-359
- By Oleg K. Tikhomirov, Moscow University
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