Cultural historical activity theory, double stimulation, and conflicts of motives in education science: Where have we been? (2012-2021)

Abstract

Cultural Historical Activity Theory (CHAT) can be used both as a theoretical and an analytical framework. It has been used in a wide variety of contexts over a wide variety of research objects in education and other fields requiring a comprehensive understanding of interactions within a system. At a theoretical level, the relation between double stimulation and instrumental mediation has been studied and understood, yet the link between double stimulation and conflicts of motives is understudied. How has scientific literature considered this avenue for research over the past ten years? A systematic literature review was conducted, and thematic analysis was performed in order to identify themes. As of the first quarter of 2021, scientific literature in education sciences does not yet reflect the interest and potential of this research avenue. Double stimulation and its relation to conflicts of motives are key components to form volitional action in education contexts and is therefore a valuable research object.

Co-creativity in real-world problem solving in project-based learning in higher education

“…As such, cocreative real-world problem solving as a research object may answer the call from Engeström (2020) to extend the study of concept formation to schools and other educational institutions. Finally, we situate this study within a larger call for more studies on double stimulation (Isaac et al, 2022) and suggest foundations for a framework which further contributes to articulate cocreative real-world problem solving in relation to double stimulation and transformative agency.…”

“…Isaac et al, 2022. Publié par la Revue internationale du CRIRES : innover dans la tradition de Vygotsky.…”

Απόψεις Εκπαιδευτικών Της Περιφέρειας Ηπείρου Για Τη Συμβολή Του Μουσείου Στη Διδασκαλία Των Φυσικών Επιστημών.

“…Παρέχοντας στουςΚορνελάκη & Πλακίτση 56 συμμετέχοντες βοηθητικά εργαλεία, υλικά ή άυλα, ως πρώτα ερεθίσματα και επικουρώντας τους να προσδώσουν προσωπικό νόημα σε αυτά (δεύτερο ερέθισμα), τα υποκείμενα μιας δραστηριότητας μπορούν να βγουν από αδιέξοδα και να ξεπεράσουν τις εσωτερικές τους αντιφάσεις. Μία από τις ερμηνείες του έργου τουVygotsky (1997), συνδέει τον μηχανισμό της διπλής διέγερσης με τη σύγκρουση των κινήτρων που βιώνουν οι εμπλεκόμενοι(Isaac et al, 2021;Sannino, 2015b). των μουσείων της περιφέρειας Ηπείρου στη διδασκαλία τους, καθώς και τις αντιφάσεις που βιώνουν οι εκπαιδευτικοί στο παραπάνω πλαίσιο.…”