“Vygotsky’s Neglected Legacy”: Cultural-Historical Activity Theory

Abstract

KEYWORDS: cultural-historical activity theory, dialectics, theory-praxis gap, activity systems, contradictions, learning, development.More than seven decades ago, the Russian psychologist Lev S. Vygotsky (1934Vygotsky ( /1986) noted that (educational) psychology was in a state of crisis because of the "atomistic and functional modes of analysis . . . [that] treated psychic processes in isolation" (p. 1). Specifically, he pointed out that the separation of intellect and affect as subjects of study [was] a major weakness of traditional psychology, since it [made] the thought process appear as an autonomous flow of "thoughts thinking themselves," segregated from the fullness of life, from the personal need and interests, the inclinations and impulses of the thinker. (p. 10) These analytic challenges remained unresolved for years, leading Vygotsky's student A. N. Leont'ev (1978) to continue expressing dissatisfaction over the eclectic state of (educational) psychology. As readers will quickly verify, it is difficult to find research recommendations concerned with knowing and learning in and out of schools and across the life span that take into account the kind of holistic integration that Vygotsky had originally championed. Now, as then, we are confronted with a number of conundrums in educational research and practice, which advances in modern psychology have not fully overcome. To better place these issues in context, we present a short vignette below that conveys something of the multiple tensions facing classroom teachers and educators everywhere.

What’s in a name: dimensions of social learning in teacher groups

“…Furthermore it is important to recognize that the reviewed literature is situated in a specific social and cultural context, which may vary across different learning settings (see also Roth & Lee, 2007).…”

Theory, Analysis, Social Justice, and Criminalizing HIV Transmission: A Commentary on Lehman and Colleagues (2014)

“…CHAT contains three key concepts: ongoing patterns of actions (e.g., HIV risk behavior, social and risk networks), the self as a subjective process (i.e., how people think about themselves) and intersubjective exchange (e.g., local culture, shifts in mores, and interpersonal interactions) [27]. CHAT was originally developed by Lev Vygotsky and thus has roots in the study of psychology, human development, and educational theory [28]; it is only beginning to be applied to HIV research. However, an approach to HIV criminalization law using CHAT would predict that the impact of such laws on a given community will depend on various factors: enforcement of the law; structural supports within the community; economic shifts; and other activities and relationships in which community members are engaged.…”

Characterising and developing vocational mathematical knowledge

“…We take vocational education to include post-compulsory mathematics and statistics education within programmes intended to prepare learners for specific careers or further develop existing workers, whether they are enrolled in specialised colleges or institutions or in mainstream universities. Most authors share an interest in activity theory (Roth & Lee, 2007), boundary crossing (Akkerman & Bakker, 2011, 2012 and the influence of technology on the visibility of mathematics at work (Hoyles, Noss, Kent, & Bakker, 2010;Williams & Wake, 2007).…”