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ETR 790 CHAT History

ETR 790 CHAT History. Lisa Yamagata-Lynch Northern Illinois University. Why bother with CHAT history?. Translation issues Multiple interpretations Out of sequence publications Difference in names Pseudonyms Multigenerational work Understand context of social upheaval.

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ETR 790 CHAT History

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  1. ETR 790 CHAT History Lisa Yamagata-Lynch Northern Illinois University

  2. Why bother with CHAT history? • Translation issues • Multiple interpretations • Out of sequence publications • Difference in names • Pseudonyms • Multigenerational work • Understand context of social upheaval • Understand how it was introduced to Western world • Censorship issues • Examine goals of original scholars in CHAT • Social circumstances affected theory and methodology development

  3. Vygotsky’s work—Purpose during 1920s • Reformulate psychology incorporating Marxist philosophical principles • Psychologists in general were redefining psychology as a science

  4. Vygotsky’s interest • Psychology as a science for explaining the co-evolutionary developmental/learning process individuals encounter while interacting with the environment • behavioristrelationaltransformative ontology • Was not interested in transforming psychology into a science by separating the organism and the environment—saw a crisis • Psychology need a unifying framework for the objective study of human consciousness; however whether he succeeded or not is debated (SDG, 2009)

  5. Vygotsky’s Main Concepts • Mediated Action—semiotic process involving signs • Basic mediated action triangle—where is the sign? Interpersonal Communication Process Reprinted with permission of Cambridge University Press. Cole, M., & Engeström, Y. (1993). A cultural-historical approach to distributed cognition. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 1-46). New York: Cambridge University Press.

  6. Vygotsky’s Main Concepts--Continued • Subject • Mediating Artifact/Tool • Sign • Object • Goal, motive, or material product • Reason why individuals choose to participate in an activity and holds the activity together • Cultural Tool • Internalization • Zone of Proximal Development

  7. Criticisms to Vygotsky's Work • Person-centered • Stayed at relational and conversation did not move to transformations • Dualistic language—external and internal problem

  8. Post Vygotsky--Kharkovites • Deal with internal/external problem • Human activity • Unit of analysis = both mental and observable behavior constitutes human activity and development of human consciousness • mental activity = sign • Occurs in collective life—actions + collective historical life setting (SDG, 2009) • Leontiev’s Objective-oriented activity • More specific way to define human activity • Definition written in reaction to associationists • Leontiev’s Goal-directed actions

  9. History of Engeström's work (SDG, 2009) • Phase 1 Finding activity theory • Phase 2 Interest in schools and workplace research • Phase 3 Developmental Work Research—Learning by Expanding • Incorporated contradictions to activity theory • Developed activity systems model as a way to condense theory into a graphic model while working with practitioners • Phase 4 Change societal practice through activity theory

  10. Engeström's work • Introduced activity systems analysis as an analytic method in activity theory by extending mediated action as a conceptual tool Tensions may arise Reprinted with permission of Yrjö Engeström. Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki: Orienta-KonsultitOy. Retrieved November 30, 2009, from http://lchc.ucsd.edu/MCA/Paper/Engestrom/expanding/toc.htm

  11. Engeström's Three Generations of AT • First generation = Vygotsky's work • Second generation = Leontiev’s and Engeström's work • Third generation = Engeström's work applied to Developmental Work Research (DWR)

  12. Working with Bounded Systems • Activity Settings—example from LYL (2007)

  13. Working with Bounded Systems--continued • Three planes of sociocultural analysis • Personal plane • Interpersonal plane • Institutional/community plane

  14. Current debates raised in SDG, 2009 • Is activity theory really constrained within psychology? • Activity theory is it a theory or method or both? • Activity theory is practice-based, and future oriented, but is it truly bridging theory and practice?

  15. Tips for reading Week 5 • Read Wertsch (2007), Vygotsky (1978), then Leontiev (1981) • Post questions and thoughts on BlackBoard as they arise during the week

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