This link has been bookmarked by 1 people . It was first bookmarked on 14 Apr 2008, by Jose Paulo Santos.
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14 Apr 08
Jose Paulo SantosReferences
Cole, Michael, Engeström, Yrjö, and Vasquez, Olga (1997). Mind, culture and activity: Seminal papers from the laboratory of comparative human cognition. NY: Cambridge University Press.
Engeström, Yrjö (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki: Orienta-Konsultit.
Engeström, Yrjö (1990). Learning, working, and imagining: Twelve studies in activity theory. Helsinki: Orienta-Konsultit.
Engeström, Yrjö (1994). Teachers as collaborative thinkers: Activity-theoretical study of an innovative teacher team, in Ingrid Carlgren, Gunnar Handal, and Sveinung Vaage (eds.) Teachers minds and actions: Research on teachers' thinking and practice. London: The Falmer Press.
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Luria, A. R. (1979), The making of mind: A personal account of Soviet psychology. Cambridge, MA: Harvard University Press.
Middleton, David and Engeström, Yrjö (1996), Cognition and communication at work. NY: Cambridge University Press.
Nonaka, I. and Takeuchi, H. (1995). The knowledge-creating company: How Japanese companies create the dynamics of innovation. New York: Oxford University Press.
Rogoff, B. (1995). Observing sociocultural activity on three planes: participatory appropriation, guided participation, apprenticeship. In J. V. Wertsch, P. del Rio, and A. Alvarez (eds.), Sociocultural studies of mind. Cambridge, MA: Cambridge University Press.
Rogoff, B., Radziszewska, B., and Masiello, T. (1995). Analysis of developmental processes in sociocultural activity.-
Are We Ready for a Single, Integrated Theory?
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Rogoff's related idea of community of learners
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Wenger's theory of situated learning and its unit of analysis, community of practice
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Considered alone, activity theory is masterful in the social domain. It is most convincing when it is focused on activity systems in teams and organizations. But it does not resolve well at the level of the individual person. We miss in this collected work the documentation of simultaneous transformations in activity systems and in individual actors in these systems. There is only one instance of that in Perspectives, the longitudinal study by Bujarski, Hildebrand-Nilshon, and Kordt. The young man in that study is one of the few persons we remember from the book.
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