Activity Theory as an Activist and Interventionist Theory

Center for Research on Activity, Development and Learning CRADLE University of Helsinki

Activity Theory as an Activist and Interventionist Theory

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

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Center for Research on Activity, Development and Learning CRADLE University of Helsinki

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) 2

Center for Research on Activity, Development and Learning CRADLE University of Helsinki

Two claims, standing out from these examples of critiques

First claim: dominance of collectivity over subjectivity Second claim: the triangular model distorts the dialectical basis of activity theory

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Center for Research on Activity, Development and Learning CRADLE University of Helsinki

Seeing contemporary contributions to activity theory in the perspective of continuity with the historical lineage

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Center for Research on Activity, Development and Learning CRADLE University of Helsinki

Activity theory has the distinctive characteristic of developing as an integral part of the historical turmoil through which activity theorists have lived

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Center for Research on Activity, Development and Learning CRADLE University of Helsinki

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

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Center for Research on Activity, Development and Learning CRADLE University of Helsinki

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)

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Center for Research on Activity, Development and Learning CRADLE University of Helsinki

… 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)

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Center for Research on Activity, Development and Learning CRADLE University of Helsinki

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

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Center for Research on Activity, Development and Learning CRADLE University of Helsinki

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 problems The first stimulus: the problem itself The 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

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Center for Research on Activity, Development and Learning CRADLE University of Helsinki

Ilyenkov/Davydov’s principle of ascending from the abstract to the concrete All thinking and learning is abstracting meaning from some initial sensory-concrete diffuse whole Empirical abstractions, based on classifications of superficial features of phenomena Theoretical 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

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Center for Research on Activity, Development and Learning CRADLE University of Helsinki

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

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Center for Research on Activity, Development and Learning CRADLE University of Helsinki

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

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Center for Research on Activity, Development and Learning CRADLE University of Helsinki

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 14

Center for Research on Activity, Development and Learning CRADLE University 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 CRADLE University of Helsinki

Ideas and tools

Mirror

Model and vision

A Change Laboratory in a middle school

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Center for Research on Activity, Development and Learning CRADLE University of Helsinki

Clinic of Activity (Clot, 1995) 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

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Center for Research on Activity, Development and Learning CRADLE University of Helsinki

Cross-commentaries of the videotaped action of stopping the train

Characteristics of Fifth Dimension Center for Research on Activity, the 2 principles Development and Learning CRADLE Universityproblem of Helsinki Problem tasks, Conflictual

tasks (1st stimulus)

not

necessarily conflictual

Change Laboratory Clinic of Activity Yes, in the mirror material

Yes, in the video excerpts

Use of auxiliary Yes, with support artifact (2nd stimulus) from undergraduates

Yes, with conceptual Yes, with feedback models from colleagues

Gained control and new understanding

Yes, of the activity

Yes, of key actions

Experimentation Yes, with ‘what if’ with(in) a questions problematic situation

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

Yes, of the task

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Characteristics of Fifth Dimension Center for Research on Activity, the 2 principles Development and Learning CRADLE Universityproblem of Helsinki Problem tasks, Conflictual

tasks (1st stimulus)

not

necessarily conflictual

Change Laboratory Clinic of Activity Yes, in the mirror material

Yes, in the video excerpts

Use of auxiliary Yes, with support artifact (2nd stimulus) from undergraduates

Yes, with conceptual Yes, with feedback models from colleagues

Gained control and new understanding

Yes, of the activity

Yes, of key actions

Experimentation Yes, with ‘what if’ with(in) a questions problematic situation

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

Yes, of the task

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Characteristics of Fifth Dimension Center for Research on Activity, the 2 principles Development and Learning CRADLE Universityproblem of Helsinki Problem tasks, Conflictual

tasks (1st stimulus)

not

necessarily conflictual

Change Laboratory Clinic of Activity Yes, in the mirror material

Yes, in the video excerpts

Use of auxiliary Yes, with support artifact (2nd stimulus) from undergraduates

Yes, with conceptual Yes, with feedback models from colleagues

Gained control and new understanding

Yes, of the activity

Yes, of key actions

Experimentation Yes, with ‘what if’ with(in) a questions problematic situation

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

Yes, of the task

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Characteristics of Fifth Dimension Center for Research on Activity, the 2 principles Development and Learning CRADLE Universityproblem of Helsinki Problem tasks, Conflictual

tasks (1st stimulus)

not

necessarily conflictual

Change Laboratory Clinic of Activity Yes, in the mirror material

Yes, in the video excerpts

Use of auxiliary Yes, with support artifact (2nd stimulus) from undergraduates

Yes, with conceptual Yes, with feedback models from colleagues

Gained control and new understanding

Yes, of the activity

Yes, of key actions

Experimentation Yes, with ‘what if’ with(in) a questions problematic situation

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

Yes, of the task

22

Characteristics of Fifth Dimension Center for Research on Activity, the 2 principles Development and Learning CRADLE Universityproblem of Helsinki Problem tasks, Conflictual

tasks (1st stimulus)

not

necessarily conflictual

Change Laboratory Clinic of Activity Yes, in the mirror material

Yes, in the video excerpts

Use of auxiliary Yes, with support artifact (2nd stimulus) from undergraduates

Yes, with conceptual Yes, with feedback models from colleagues

Gained control and new understanding

Yes, of the activity

Yes, of key actions

Experimentation Yes, with ‘what if’ with(in) a questions problematic situation

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

Yes, of the task

23

Characteristics of Fifth Dimension Center for Research on Activity, the 2 principles Development and Learning CRADLE Universityproblem of Helsinki Problem tasks, Conflictual

tasks (1st stimulus)

not

necessarily conflictual

Change Laboratory Clinic of Activity Yes, in the mirror material

Yes, in the video excerpts

Use of auxiliary Yes, with support artifact (2nd stimulus) from undergraduates

Yes, with conceptual Yes, with feedback models from colleagues

Gained control and new understanding

Yes, of the activity

Yes, of key actions

Experimentation Yes, with ‘what if’ with(in) a questions problematic situation

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

Yes, of the task

24

Characteristics of Fifth Dimension Center for Research on Activity, the 2 principles Development and Learning CRADLE Universityproblem of Helsinki Problem tasks, Conflictual

tasks (1st stimulus)

not

necessarily conflictual

Change Laboratory Clinic of Activity Yes, in the mirror material

Yes, in the video excerpts

Use of auxiliary Yes, with support artifact (2nd stimulus) from undergraduates

Yes, with conceptual Yes, with feedback models from colleagues

Gained control and new understanding

Yes, of the activity

Yes, of key actions

Experimentation Yes, with ‘what if’ with(in) a questions problematic situation

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

Yes, of the task

25

Characteristics of Fifth Dimension Center for Research on Activity, the 2 principles Development and Learning CRADLE Universityproblem of Helsinki Problem tasks, Conflictual

tasks (1st stimulus)

not

necessarily conflictual

Change Laboratory Clinic of Activity Yes, in the mirror material

Yes, in the video excerpts

Use of auxiliary Yes, with support artifact (2nd stimulus) from undergraduates

Yes, with conceptual Yes, with feedback models from colleagues

Gained control and new understanding

Yes, of the activity

Yes, of key actions

Experimentation Yes, with ‘what if’ with(in) a questions problematic situation

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

Yes, of the task

26

Characteristics of Fifth Dimension Center for Research on Activity, the 2 principles Development and Learning CRADLE Universityproblem of Helsinki Problem tasks, Conflictual

tasks (1st stimulus)

not

necessarily conflictual

Change Laboratory Clinic of Activity Yes, in the mirror material

Yes, in the video excerpts

Use of auxiliary Yes, with support artifact (2nd stimulus) from undergraduates

Yes, with conceptual Yes, with feedback models from colleagues

Gained control and new understanding

Yes, of the activity

Yes, of key actions

Experimentation Yes, with ‘what if’ with(in) a questions problematic situation

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

Yes, of the task

27

Characteristics of Fifth Dimension Center for Research on Activity, the 2 principles Development and Learning CRADLE Universityproblem of Helsinki Problem tasks, Conflictual

tasks (1st stimulus)

not

necessarily conflictual

Change Laboratory Clinic of Activity Yes, in the mirror material

Yes, in the video excerpts

Use of auxiliary Yes, with support artifact (2nd stimulus) from undergraduates

Yes, with conceptual Yes, with feedback models from colleagues

Gained control and new understanding

Yes, of the activity

Yes, of key actions

Experimentation Yes, with ‘what if’ with(in) a questions problematic situation

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

Yes, of the task

28

Characteristics of Fifth Dimension Center for Research on Activity, the 2 principles Development and Learning CRADLE Universityproblem of Helsinki Problem tasks, Conflictual

tasks (1st stimulus)

not

necessarily conflictual

Change Laboratory Clinic of Activity Yes, in the mirror material

Yes, in the video excerpts

Use of auxiliary Yes, with support artifact (2nd stimulus) from undergraduates

Yes, with conceptual Yes, with feedback models from colleagues

Gained control and new understanding

Yes, of the activity

Yes, of key actions

Experimentation Yes, with ‘what if’ with(in) a questions problematic situation

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

Yes, of the task

29

Characteristics of Fifth Dimension Center for Research on Activity, the 2 principles Development and Learning CRADLE Universityproblem of Helsinki Problem tasks, Conflictual

tasks (1st stimulus)

not

necessarily conflictual

Change Laboratory Clinic of Activity Yes, in the mirror material

Yes, in the video excerpts

Use of auxiliary Yes, with support artifact (2nd stimulus) from undergraduates

Yes, with conceptual Yes, with feedback models from colleagues

Gained control and new understanding

Yes, of the activity

Yes, of key actions

Experimentation Yes, with ‘what if’ with(in) a questions problematic situation

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

Yes, of the task

30

Characteristics of Fifth Dimension Center for Research on Activity, the 2 principles Development and Learning CRADLE Universityproblem of Helsinki Problem tasks, Conflictual

tasks (1st stimulus)

not

necessarily conflictual

Change Laboratory Clinic of Activity Yes, in the mirror material

Yes, in the video excerpts

Use of auxiliary Yes, with support artifact (2nd stimulus) from undergraduates

Yes, with conceptual Yes, with feedback models from colleagues

Gained control and new understanding

Yes, of the activity

Yes, of key actions

Experimentation Yes, with ‘what if’ with(in) a questions problematic situation

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

Yes, of the task

31

Characteristics of Fifth Dimension Center for Research on Activity, the 2 principles Development and Learning CRADLE Universityproblem of Helsinki Problem tasks, Conflictual

tasks (1st stimulus)

not

necessarily conflictual

Change Laboratory Clinic of Activity Yes, in the mirror material

Yes, in the video excerpts

Use of auxiliary Yes, with support artifact (2nd stimulus) from undergraduates

Yes, with conceptual Yes, with feedback models from colleagues

Gained control and new understanding

Yes, of the activity

Yes, of key actions

Experimentation Yes, with ‘what if’ with(in) a questions problematic situation

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

Yes, of the task

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Center for Research on Activity, Development and Learning CRADLE University of Helsinki

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 as implementations of the principles of double stimulation and ascending form the abstract to the concrete

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