Topic: Making sense of Object-Oriented ActivityReadings- Kaptelinin, V., & Miettinen, R. (2005). Introduction:
"Perspectives on the Object of Activity". Mind, Culture, and Activity,
12(1), 1-3. doi:10.1207/s15327884mca1201_1
- Kaptelinin, V.
(2005). The object of activity: Making sense of the sense-maker. Mind,
Culture, and Activity, 12(1), 4-18. doi:10.1207/s15327884mca1201_2
- Stetsenko,
A. (2005). Activity as object-related: Resolving the dichotomy of
individual and collective planes of activity. Mind, Culture, and
Activity, 12(1), 70-88. doi:10.1207/s15327884mca1201_6
Agenda
- Logistical issues
- Book Review Discussions
- Summary of Day 4
- Participant led reading summaries and discussions. Make sure we end with a good understanding of following concepts:
- Various interpretations of "objective-oriented activity"
- Objekt
- Predmet
- Object of individual activity
- Object of collective activity
- Poly-motivated activities
- Intra-subjective processes
- Inter-subjective processes
- Mind as product of active participation in social practice
- Mind as the generator of active participation in social practice
- Reification of activities
- Questions
- Readings for next class
- Rey, F. G. (2011). A Re-examination of Defining Moments in
Vygotsky’s Work and Their Implications for His Continuing Legacy. Mind,
Culture, and Activity, 18(3), 257–275. doi:10.1080/10749030903338517
http://www.tandfonline.com/doi/pdf/10.1080/10749030903338517
- Yasnitsky, A., & Ferrari, M. (2008). From Vygotsky to Vygotskian
psychology: Introduction to the history of the Kharkov School. Journal
of the History of the Behavioral Sciences, 44(2), 119–145.
doi:10.1002/jhbs.20303
- Vianna, E., & Stetsenko, A. (2011).
Connecting Learning and Identity Development through a Transformative
Activist Stance: Application in Adolescent Development in a Child
Welfare Program. Human Development, 54(5), 313–338.
doi:10.1159/000331484
Last Updated June 25, 2012
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