Ascending from the Abstract to the Concrete as a Principle of Expansive Learning

Engeström, Yrjö

doi:10.17759/pse.2020250503

Cited by 32 publications

(27 citation statements)

References 25 publications

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“…Schools have a tremendous and unexploited potential to renew society (Engeström, 2020). This article analysed double stimulation in a Change Laboratory with teachers, thus starting to inspect the multi-layered nature of double stimulation as suggested by Virkkunen and Newnham (2013) and Engeström (2011).…”

Section: Discussionmentioning

confidence: 99%

“…Although cycles of expansive learning take place over years in organisations, formative interventions seek to support expansive learning in shorter periods of time (Engeström, 2020). During Change Laboratory interventions, for example, 15-20 practitioners meet once a week for 8-10 sessions, plus follow up.…”

Section: Formative Interventions and The Change Laboratorymentioning

confidence: 99%

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A three-levels analysis of double stimulation in a Change Laboratory

Morselli

2021

JWL

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Purpose The purpose of this paper is to operationalise and apply a three-level analysis of double stimulation in a Change Laboratory with teachers. Design/methodology/approach Within qualitative inquiry, this Change Laboratory intervention was conducted as case study, by way of an intensive analysis of an individual unit. The macro-level deals with the societal problem and the collective solution found to tackle it. An intermediate level looks at the Change Laboratory as a methodology able to boost expansive learning through chains of first and second stimuli. The micro-level analyses the participants’ interactions during the sessions and traces the terms connected to the first and second stimulus. Findings This analysis suggests that the conflicts of motives experienced by the participants at the micro level refer to the aggravated contradiction identified at the macro level. Conflicts of motives seem to be superior in number during the first block of sessions, when the first stimuli are analysed. The micro analysis indicates the 6th session as the turning point of the intervention, when the participants take the auxiliary stimulus and turn it into and effective and meaningful sign. The intermediate level helps to trace the third transition from the formation of the second stimulus to its implementation, reflection upon and further development and generalisation. Originality/value Vygotsky’s method of double stimulation is crucial to develop one’s agency and to explain how individuals deliberately influence events. Yet the literature is fragmented and made of brief accounts, and this paper for the first time inspects double stimulation on different levels within a Change Laboratory intervention with teachers.

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Section: Discussionmentioning

confidence: 99%

Section: Formative Interventions and The Change Laboratorymentioning

confidence: 99%

A three-levels analysis of double stimulation in a Change Laboratory

Morselli

2021

JWL

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“… Engeström (2020) points out the relation the particular has to the whole, exploring Wagenschein’s exemplary learning and Meyer and Land’s threshold concepts ( Wagenschein, 1968 ; Meyer and Land, 2005 ): both are akin to a portal enabling a new and not yet explored way of thinking about something, as transformed forms of understanding, interpreting, or viewing something, overcoming the dualistic separation of everyday and scientific concepts.…”

Section: Theoretical Framework: Toward An Epistemology Of Particular mentioning

confidence: 99%

Uniqueness and Generalization in Organizational Psychology: Research as a Relational Practice

Scaratti

Ivaldi

2021

Front. Psychol.

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The paper addresses the epistemological and theoretical assumptions that underpin the concept of Work and Organizational Psychology as idiographic, situated, and transformative social science. Positioning the connection between uniqueness and generalization inside the debate around organization studies as applied approaches, the contribution highlights the ontological, gnoseological, and methodological implications at stake. The use of practical instead of scientific rationality is explored, through the perspective of a hermeneutic lens, underlining the main features connected to the adoption of an epistemology of practice. Specifically, the contribution depicts the configuration of the applied research as a relational practice, embedded in the unfolding process of generating knowledge dealing with concrete social contexts and particular social objects. The discussion of a case study regarding a field research project allows one to point out challenges and constraints connected to the enactment of the research process as a social accomplishment.

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“…Support in identifying and developing artifacts can be offered by confronting the participants in a CL, with the help of the interventionist, with a problem that affects them so strongly that they become ready to act. Furthermore, the triggering of agency is facilitated by professional support in the process (Sannino, 2010;Virkkunen et al, 2012;Englund and Price, 2018;Morselli and Sannino, 2021) because formative interventions seek to support and accelerate expansive learning among participants (Engeström, 2020). In our study, aiming for the support of school professionals to tackle unequal access to educational success (Lémonie et al, 2021), an interventionistic approach is used in the form of a CL.…”

Section: Aim and Research Questionmentioning

confidence: 99%

Triggering sustainable professional agency: using change laboratory to tackle unequal access to educational success collectively

Spante

Varga

Carlsson

2021

JWL

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Purpose This study aims to depict how a change laboratory (CL) promotes sustainable professional practice at the workplace to tackle unequal access to educational success. Design/methodology/approach The empirical findings are from a CL focusing on school professionals’ agency and a follow-up study one year after the CL. Findings The study shows how the staff gained insight that professional agency is a collective and relational practice. Furthermore, the staff explored how to make a difference with viable means to create new workplace models for students’ success despite experiencing a conundrum. Research limitations/implications This study examined participants’ perspectives in workplace change and provided support for further research examining how professionally and collectively designed models gain sustainability in schools. Practical implications This study provides empirical data of how professional agency for change driven by collective visions can be accelerated with the interventionist method CL among school professionals. Social implications This study emphasizes the value of professional collective learning at the workplace, driven by several professional groups in school, and the need to follow up to detect sustainable change. Originality/value This study emphasizes the value of professional collective learning at the workplace, driven by several professional groups in school, and the need to follow up to detect sustainable change.

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Ascending from the Abstract to the Concrete as a Principle of Expansive Learning

Cited by 32 publications

References 25 publications

A three-levels analysis of double stimulation in a Change Laboratory

A three-levels analysis of double stimulation in a Change Laboratory

Uniqueness and Generalization in Organizational Psychology: Research as a Relational Practice

Triggering sustainable professional agency: using change laboratory to tackle unequal access to educational success collectively

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