Andy Blunden presents an immanent critique of Cultural-Historical Activity Theory, the pschychology originating from Lev Vygotsky (1896-1934). Tracing the roots of this theory from Goethe, Hegel and M
"This book is an opportunity to study the complex, socially-oriented contexts of humans by considering the entirety of our environments: cultures, motivations, signs and tools, and various activities"
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
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
Human–Computer Interaction (HCI) is an interdisciplinary field that has gained recognition as an important field in ergonomics. HCI draws on ideas and theoretical concepts from computer science, psych
Studies on physical education and sports for persons with disabilities are an interdisciplinary domain in which theory and practice are closely intertwined. In fact, one of the primary objectives of p
Practice books are often simple 'how to' lists or straightforward 'recipes' and the practitioner still does not know why the activity is related to the outcome they seek. In essence, they lose how the specifics of the practice are related to the theory of change or the theory of how the problem developed in the first place. This leads to practitioners potentially removing crucial elements of best practice procedures when making modifications to tackle new or different problems in an unfamiliar context. By understanding the theoretical underpinnings, practitioners can better plan for adjustments because they know how the outcomes they seek are informed by the theory. Engagingly written and perfect for day-to-day use, this book translates state-of-the-art research and interdisciplinary theory into practical recommendations for those working with children and adolescents.
Practice books are often simple 'how to' lists or straightforward 'recipes' and the practitioner still does not know why the activity is related to the outcome they seek. In essence, they lose how the specifics of the practice are related to the theory of change or the theory of how the problem developed in the first place. This leads to practitioners potentially removing crucial elements of best practice procedures when making modifications to tackle new or different problems in an unfamiliar context. By understanding the theoretical underpinnings, practitioners can better plan for adjustments because they know how the outcomes they seek are informed by the theory. Engagingly written and perfect for day-to-day use, this book translates state-of-the-art research and interdisciplinary theory into practical recommendations for those working with children and adolescents.
This interdisciplinary work presents an integration of theory and research on how children develop their thinking as they participate in cultural activity with the guidance and challenge of their car
This interdisciplinary work presents an integration of theory and research on how children develop their thinking as they participate in cultural activity with the guidance and challenge of their care
Edward Comentale exposes the links between art, literature and early twentieth-century capitalism. Comentale shows how apparently progressive avant-garde movements in their celebration of individualism, competition and labor worked hand in hand with a market defined by a monstrous increase in production and consumption. Most importantly, he unearths an alternative modernist practice based on a special kind of production that both critiques and challenges economic production at large. He goes on to argue that the British avant-garde, which has often been criticized for its emphasis on classical stasis and restraint, sought to halt this market activity and to think of less destructive ways of communal belonging. Comentale provides an interdisciplinary study examining art and sculpture as well as writing by Virginia Woolf, T. S. Eliot and H. D. among others, in the light of psychoanalytic, economic and political theory. This book will be of interest to scholars of literary and cultural mo
