Activity Theory and Ontology

Autor/in	Peim, Nick
Titel	Activity Theory and Ontology
Quelle	In: Educational Review, 61 (2009) 2, S.167-180 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
Schlagwörter	Learning Theories; Philosophy; Interaction; Psychology; Developmental Psychology; Educational Change; Educational Improvement; Phenomenology; Social Influences + Suchen Sie Ihr Suchwort? Learning theory; Lerntheorie; Philosophie; Interaktion; Psychologie; Entwicklungspsychologie; Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Phenomenological psychology; Phänomenologie; Sozialer Einfluss
Abstract	This paper seeks to re-examine Yrio Engestrom's activity theory as a technology of knowledge designed to enable positive transformations of specific practices. The paper focuses on a key paper where Engestrom defines the nature and present state of activity theory. Beginning with a brief account of the relations between activity theory and ontology, the paper asserts that Engestrom's take on Vygotsky is restricted by a commitment to a progressive, apolitical ideology of improvement. The paper goes on to consider Vygotsky's metaphysics in relation to Heidegger's elaboration of ontology, and Engestrom's elaboration of what activity theory is and of its global mission. Engestrom's activity theory is defined in terms of its expression of a will-to-power and is questioned in terms of its lack of engagement with the philosophical tradition it claims to inherit and its misappropriation of the Vygotskian legacy. (Contains 5 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10