Yrjö Engeström – författare

Activity theory is an interdisciplinary approach to human sciences that originates in the cultural-historical psychology school, initiated by Vygotsky, Leont'ev, and Luria. It takes the object-oriented, artifact-mediated collective activity system as its unit of analysis, thus bridging the gulf between the individual subject and the societal structure. This 1999 volume includes 26 chapters on activity theory by authors from ten countries. In Part I of the book, central theoretical issues are discussed from different points of view. Some topics addressed in this part are epistemology, methodology, and the relationship between biological and cultural factors. Part II is devoted to the acquisition and development of language. This part includes a chapter that analyzes writing activity in Japanese classrooms, and a case study of literacy skills of a man with cerebral palsy. Part III contains chapters on play, learning, and education, and Part IV addresses the meaning of technology and the development of work activities. The final part covers issues of therapy and addiction.

This book challenges standard notions of expertise. In today's world, truly effective expertise is built on fluid collaboration between practitioners from multiple backgrounds. Such collaborative expertise must also be transformative, must be able to tackle emerging new problems and changes in its organizational framework. Engeström argues that the transition toward collaborative and transformative expertise is based on three pillars: expertise needs to be understood and cultivated as a collective activity; expertise needs to be built on flexible knot-working among diverse practitioners; and expertise needs to be fostered as the expansive learning of models and patterns of activity that are in progress. In this book, Engeström recasts expertise as fluid collaboration on complex tasks that requires envisioning the future and mastering change.

Teams are commonly celebrated as efficient and humane ways of organizing work and learning. By means of a series of in-depth case studies of teams in the United States and Finland over a time span of more than 10 years, this book shows that teams are not a universal and ahistorical form of collaboration. Teams are best understood in their specific activity contexts and embedded in historical development of work. Today, static teams are increasingly replaced by forms of fluid knotworking around runaway objects that require and generate new forms of expansive learning and distributed agency. This book develops a set of conceptual tools for analysis and design of transformations in collaborative work and learning.

This book challenges standard notions of expertise. In today's world, truly effective expertise is built on fluid collaboration between practitioners from multiple backgrounds. Such collaborative expertise must also be transformative, must be able to tackle emerging new problems and changes in its organizational framework. Engeström argues that the transition toward collaborative and transformative expertise is based on three pillars: expertise needs to be understood and cultivated as a collective activity; expertise needs to be built on flexible knot-working among diverse practitioners; and expertise needs to be fostered as the expansive learning of models and patterns of activity that are in progress. In this book, Engeström recasts expertise as fluid collaboration on complex tasks that requires envisioning the future and mastering change.

Activity theory is an interdisciplinary approach to human sciences that originates in the cultural-historical psychology school, initiated by Vygotsky, Leont'ev, and Luria. It takes the object-oriented, artifact-mediated collective activity system as its unit of analysis, thus bridging the gulf between the individual subject and the societal structure. This 1999 volume includes 26 chapters on activity theory by authors from ten countries. In Part I of the book, central theoretical issues are discussed from different points of view. Some topics addressed in this part are epistemology, methodology, and the relationship between biological and cultural factors. Part II is devoted to the acquisition and development of language. This part includes a chapter that analyzes writing activity in Japanese classrooms, and a case study of literacy skills of a man with cerebral palsy. Part III contains chapters on play, learning, and education, and Part IV addresses the meaning of technology and the development of work activities. The final part covers issues of therapy and addiction.

Teams are commonly celebrated as efficient and humane ways of organizing work and learning. By means of a series of in-depth case studies of teams in the United States and Finland over a time span of more than 10 years, this book shows that teams are not a universal and ahistorical form of collaboration. Teams are best understood in their specific activity contexts and embedded in historical development of work. Today, static teams are increasingly replaced by forms of fluid knotworking around runaway objects that require and generate new forms of expansive learning and distributed agency. This book develops a set of conceptual tools for analysis and design of transformations in collaborative work and learning.

Concept formation is predominantly analyzed in classrooms and laboratory experiments, meaning the collective formation of culturally novel concepts in practical activities 'in the wild' has largely been neglected. However, understanding and influencing the complexity and contradictions of the present world demands powerful concepts that can make a difference in practice. Going beyond the understanding of concepts as individually acquired static labels, this book develops a dialectical theory of collective formation of novel concepts in the wild, in everyday activities. Drawing on cultural-historical activity theory (CHAT), concepts are seen as contested and future-oriented means for guiding activities and their transformations. Detailed real-life examples of germ-cell concepts show how they can radically influence the course of development in different activities. Helping to identify and foster the formation of potentially powerful concepts in fields of practice, it is essential reading for researchers, advanced students and practitioners across human and social sciences. This title is also available as open access on Cambridge Core.

Learning by Expanding challenges traditional theories that consider learning to be a process of acquisition and reorganization of cognitive structures within the closed boundaries of specific tasks or problems. Yrjö Engeström argues that this type of learning increasingly fails to meet the challenges of complex social change and fails to create novel artifacts and ways of life. In response, he presents an innovative theory of expansive learning activity, offering a foundation for understanding and designing learning as a transformation of human activities and organizations. The second edition of this seminal text features a substantive new introduction that illustrates the development and implementation of Engeström's theory since its inception.

Yrjö Engeström's exciting approach sees expansive learning as the central mechanism of transformation in societal practices and institutions. For researchers and practitioners in education, this book provides a conceptual and practical toolkit for creating and analyzing expansive learning processes with the help of interventions in workplaces, schools and communities. Chapters 1-3 situate the theory of expansive learning in the field of learning science. Chapters 4-8 contain empirical studies of expansive learning in various organizational settings (such as banks, schools and hospitals). In Chapters 9-10, the author looks at new challenges and possibilities arising from rapidly spreading 'wildfire' activities (disaster relief, for example) and from the methodology of formative interventions aimed at triggering and supporting expansive learning. This book provides an integrative account of recent empirical studies and conceptual developments in the theory of expansive learning, and serves as a companion volume to Learning by Expanding.

Yrjö Engeström's exciting approach sees expansive learning as the central mechanism of transformation in societal practices and institutions. For researchers and practitioners in education, this book provides a conceptual and practical toolkit for creating and analyzing expansive learning processes with the help of interventions in workplaces, schools and communities. Chapters 1-3 situate the theory of expansive learning in the field of learning science. Chapters 4-8 contain empirical studies of expansive learning in various organizational settings (such as banks, schools and hospitals). In Chapters 9-10, the author looks at new challenges and possibilities arising from rapidly spreading 'wildfire' activities (disaster relief, for example) and from the methodology of formative interventions aimed at triggering and supporting expansive learning. This book provides an integrative account of recent empirical studies and conceptual developments in the theory of expansive learning, and serves as a companion volume to Learning by Expanding.

Learning by Expanding challenges traditional theories that consider learning to be a process of acquisition and reorganization of cognitive structures within the closed boundaries of specific tasks or problems. Yrjö Engeström argues that this type of learning increasingly fails to meet the challenges of complex social change and fails to create novel artifacts and ways of life. In response, he presents an innovative theory of expansive learning activity, offering a foundation for understanding and designing learning as a transformation of human activities and organizations. The second edition of this seminal text features a substantive new introduction that illustrates the development and implementation of Engeström's theory since its inception.