First of all, the representation of our section in the executive committee was not yet decided. Martijn van Schaik was interim for the time being. The Dutch delegation promised to find someone and has decided that he will be the representative.

In order to more easily connect with the German part of the section, we have found Andrea Karsten to be willing to ‘liaison’ between me and German members. Which means together we coordinate the local issues if necessary.

Next issue was the German-Dutch Symposium. Also for this, in Rome the Dutch part of the section agreed to organise this. At the moment we are creating an organising committee. We hope to have more information on that in a month or so on this website.

On an international level the executive committee is now discussing issues on the membership fee and publishing conference papers on the website. In a next letter we will inform you on the outcome of those. Meanwhile visit the website for more international issues: http://www.iscar.org.

http://www.ich-sciences.de/index.php?id=87&L=0

hat vom 1. bis 3. Juli 2011 im Haus Ohrbeck bei Osnabrück

erfolgreich stattgefunden

Wie gehabt, hat sich auch dieser Workshop an praktisch und wissenschaftlich Tätige, die an der kulturhistorischen Schule und der Tätigkeitstheorie interessiert sind, gerichtet. Den Teilnehmer_innen ist sehr gelungen, ein Forum zu schaffen, auf dem Erfahrungen ausgetauscht, eigene Beiträge vorgestellt und konzeptuelle und praxisorientierte Fragen auf dem Hintergrund der Tätigkeitstheorie diskutiert worden sind. Der Workshop stützte sich auf ein breites Spektrum an Disziplinen und Tätigkeitsfeldern, wozu unter anderem die Psychologie, die Erziehungswissenschaften, die Psycholinguistik, die Philosophie und die Sportwissenschaft gehorten. 

 Die Tagung beginnte am Freitag, den 1. Juli 2010 um 18:15 Uhr mit dem Abendessen. Am Samstag und Sonntag fanden Vorträge der Teilnehmer statt und am Sonntag wurde über die zukünftigen Aktivitäten diskutiert. Die Tagung endete am Sonntag, den 11. Juli 2010 nach dem Mittagessen. Das genauere Programm finden Sie hier: Programm Ohrbeck 2011

Ganz herzlichen Dank an Falk Seeger (falk.seeger@uni-bielefeld.de) für die Organisation! 

Geplannt ist bereits, dass der 9. Workshop zur Tätigkeitstheorie vom 6. – 8. Juli 2012 wie gewohnt in Haus Ohrbeck stattfinden wird. 

Infos zu Haus Ohrbeck und Anreise unter: http://www.haus-ohrbeck.de/

By this special issue, we hope to show how cultural-historical activity theory offers very different approaches to understand disability and to inspire new research and practice using the cultural-historical perspective in this area.

All articles depart in the assumption that cultural historical activity theory offers a useful theoretical framework to understand the life of people with disabilities. Vygotsky and Luria conducted research on different groups of people with disabilities, and this work is still useful for inspiration. The emphasis on the dialectical nature of the relation between the biological defect and the development of the child offers a new way of thinking about intervention and pedagogic approaches to children, adolescents and adults with disabilities.

Outlines. Critical Practice Studies

http.//ojs.statsbiblioteket.dk/index.php/outlines

Der vorliegende Band vereint erstmalig Autorinnen und Autoren, die sich aus der Sichtweise der kulturhistorischen Schule der Psychologie heraus Fragen widmen, die einen Kindergarten, eine Schule und eine Gesellschaft ohne Aussonderung betreffen. Sie behandeln u.a. die Themen des gemeinsamen Lernens im Vor- und Grundschulalter, pädagogischer und institutioneller Strukturen, therapeutischer Interventionen sowie zentrale Aspekte des aktuellen Fachdiskurses. 

Mit Beiträgen von Tat’jana Achutina, Viola Blaume, Andrea Canevaro, Seth Chaiklin, Harry Daniels, Wilhelm Haase-Bruns, Sigrid Heinze, Wolfgang Jantzen, Manfred Jödecke, Reimer Kornmann, Willehad Lanwer, Jane Leadbetter, Christel Manske, Natasha MacNab, Miguel López Melero, Natalija Pylaeva, Katerina Rodina, Birger Siebert, Allan Soares, Anne-Dore Stein, Kerstin Ziemen und André Zimpel

(E (A) 35,– / US-$ 49,95 / £ 28,60 / sFr 50)

One can find the program, book of abstracts, and relevant information here:

It is also possible to create an account and access drafts of the papers presented by using the software Moodle. For more info-rmation about this see:
http://www.iscar2008.com/Sakai.htm

11 pages with photos of the conference are presented at:
http://www.uweb.ucsb.edu/~lmaaia/iscar2008/index.html

One can also see all the photos made into a video at:
http://www.youtube.com/watch?v=mEfQf-VzlgY

Book Review taken from: http://dlist.sir.arizona.edu/2234/01/revs262.html

The main thrust of this volume is to address ‘the relevance of Marx’s ideas for the further development of the cultural-historical tradition’ (p. xii). Seth Chaiklin, who writes these words in the foreword, also notes, ‘I think the cultural-historical tradition is part of a dialectical tradition synthesized by Hegel and further developed by many others…’ (p. xiii). The debt to Marx (and those others) is explored in the introduction by the editors: they note that the contributions to the volume are built ‘more or less explicitly on the writings of Marx’ (p. 2). However, the use of these ideas is not uncritical, rather, the authors offer critical perspectives on such ideas from Marx as alienation, labour process and theories of value, in contexts as varied as pre-school education, primary care clinics and everyday life. The editors comment that the ‘unique contribution’ of this collection, ‘lies in its interest to express a type of “critical” perspective on activity an to recover, express and press forward many of the original Marxist elements of the Cultural Historical tradition’ (p. 4).

One must be aware, however, that critical has a technical meaning in this area of discourse: again, the editors provide the definition:

‘…by ‘critical’ we mean approaches that ultimately have an interest in describing, analyzing, and contributing to a process of historical change and human betterment along the lines of Marx’s Eleventh Thesis on Feuerbach, that is, an emphasis on change with a clear-eyed understanding of the social, political, economic, and historical bases of material reality.’ (p. 5)
Clear-eyed here means, obviously, a view through a Marxist pair of spectacles.

The book is divided into four sections: critical perspectives on theory; education; work; and everyday life, with a cumulated set of references running to twenty-four pages, and an adequate index. The authors represent the current global spread of work on cultural-historical activity theory (or CHAT as it is known), but it is a little surprising that only two are from Europe (Finland and Germany); five are from the USA, three from Brazil, two from Canada and one from Saudi Arabia.

The comments in the introductory paragraphs of this review will probably suggest to the reader than not all of the content is likely to be a) understandable without some knowledge of Marxist philosophy and b) relevant to the information sciences. However, some chapters are at least interesting to me and I shall concentrate on these. The Introduction itself is essential reading, for it not only introduces the papers but, as the quotations above indicate, it also provides an overview of the cultural historical tradition, of which activity theory is a part.

The paper, The cultural-historical activity theory: some aspects of development, by the late Joachim Lompscher, is of considerable interest to anyone who is beginning to grapple with activity theory. The author outlines the three stages of CHAT as he sees them: the origins with Vygotsky, Leont’ev, Luria and their co-workers (some writers argue that the first phase was that dominated by Vygotsky, when Leont’ev and Luria were first his students and then his co-workers, and that Leont’ev initiated a second phase, but Lompscher argues that, in spite of occasional disagreements, the three continued to work together, along with their own, individual followers); the second stage was associated not so much with specific individuals (since the same people continued to work in the field) but by the expansion of CHAT to domains outside of psychology and by increasing international interest in the area. Lompscher notes here the development of the second and third generations of the Leont’ev family, with A.A. Leont’ev (A.N. Leont’ev’s son) and D.A. Leont’ev (his grandson) developing CHAT into fields such as communication theory and the analysis of sense. Lompscher suggests that the third phase of CHAT was begun by the work of Engeström and that the five principles of activity theory presented by this researcher defined the key elements of the third phase. Finally, Lompscher argues that the development of the computer has brought about a need for a fourth phase of CHAT, in which the computer is not seen simply as a tool or instrument, but as a medium of communication. His words are particularly relevant for those who wish to apply activity theory in information science:

Principally differing from other new technologies playing role of tools in human activity, computer technology is in fact without any alternative, unavoidable, irreversible, general, and even universal. It changes not only one specific concrete activity but revolutionizes the societal activity structure as a whole and the complete relations of activity and consciousness (i.e., the economic, social, and psychic status of any tool available). It really integrates every existing communication technology without any exception. (p. 50)
In Section II, Education, Estranged labor learning, by McDermott and Lave, is based upon a fascinating idea; the authors took Marx’s essay, Estranged Labour, and rewrote it:

‘Wherever the word labor occurs, with occasional exceptions, it is replaced by the word learning. Marx’s argument and imagery stay intact, and we get to approximate his opinion on an issue of moment over a century later… This method of ‘reading’ has led to a deepened understanding of Marx’s essay with unanticipated ideas about the relations between estranged labor and estranged learning.’ (p. 92)
Of course, it is not just a matter of translating labour into education: other transformations are also necessary, so capital becomes academic success and profit from capital becomes credentials, but the re-writing (or re-reading) presents forceful conclusions on the nature of education in today’s society and the Marxist analysis (in a very real sense!) is telling. The following piece of re-written Marx will strike a chord with many an academic today (the emphasised words are the authors’ replacements for the Marx originals):

Learning under capitalist production is not merely about the production of knowledge; it is, by its very essence, about the production and distribution of assessed knowledge. The learner produces not for himself, but for his or her place in the system. It is no longer sufficient, therefore, for him simply to learn. He must produce knowledge appropriate to his situation. (p. 119)
A second essay by Worthen and Berry, ‘Our working conditions are our students’ learning conditions’: a CHAT analysis of college teachers, is also of interest as a kind of reflection on Estranged labor learning in fact it might almost have been called Estranged learning labour, since it is on how the used of measured quality criteria by educational administrators is used as a tool against non-regular college teachers (i.e., part-time, non-tenured, etc.) whose fight to improve their conditions involves demands for improvements that would actually increase the quality of their teaching.

In Section III, Work, the most interesting piece for me is Engeström’s, Values, rubbish and workplace learning. Engeström’s thesis is that objects (including persons) in an activity system move through a life cycle at the end of which they may be categorized as of no value to the system; that is, they constitute rubbish. That rubbish may include persons is evident in the author’s choice of activity syste: that of primary health care clinics in Finland. As a result of the way cases are handled in this system, that is, as priced objects depending upon the nature of the care required, persons become commodities. There are three ways in which these patient commodities can become categorized as rubbish: through being too poor to afford the care; through being too old to be considered worth caring for; and through the illness being perceived as trivial and wasteful of health care resources. In all cases, the patients will be discarded as quickly as possible, the minimal level of care (or none at all) being applied. Engeström’s answer to the problem of dealing with rubbish in this context is that three strategies can be applied, all of which involve workplace learning: the first is playful conversion, that is, to take, for example, all of the patients suffering from a rubbish illness and use them (with their approval, of course) as subjects in a research programme to determine the demographic and other factors that distinguish this group from others. Through playful conversion the patients cease to be rubbish and become important participants in the research; the second strategy is described as caring revitalization, but salvaging is also used and is closer to the notion of rubbish. Salvaging would involve identifying a particular rubbish patient and presenting his or her case to a group of colleagues, one or more of whom might find in the patient something of interest within their own sphere and, thereby, redefine the patient as of value to them. The final strategy is engrossed appropriation or, simply put, making the rubbish case of interest to oneself by engaging with the person and listening to the stories they have to tell about their lives and the impact of the illness on their lives. By doing so the physician may learn something of diagnostic interest and, as a result, be able to specify new forms of treatment.

What of the connection to learning? Engeström notes:

The three expansive actions identified earlier “playful conversion, caring revitalization, and engrossed appropriation” are actually demanding actions of learning. The expand the ‘normal’ life process of the object, adding a reflective and creative layer to it. This is the very meaning of learning… (p. 206)
Perhaps enough has been said about this selection of chapters from the book to suggest that the whole is worth reading. There are other chapters of great interest, such as Duarte’s on Education as mediation and Adler’s From labor process to activity theory, but to deal with this in a review of this kind would add significantly to its length; so I leave the reader to make his or her own selection.

The Marxist origins of activity theory appear to be neglected by many who adopt the framework as a heuristic device in the development of a research project or the analysis of data and this volume is a timely and useful reminder of those origins.

Professor T.D. Wilson
March, 2007

Im übrigen ist Claudia Ang-Stein Koordinator und Ansprechpartner für Fragen, die in Zusammenhang mit der deutschen und niederländischen Mitgliederschaft von ISCAR stehen.

Martijn van Schaik ist der Koordinator für die deutsch-niederländische Sektion in der internationalen Verwaltung von ISCAR. Für Fragen, die Internationales betreffen, nehmen Sie Kontakt mit Martijn auf.

Op deze website kunt u Duits- Engels- en Nederlandstalige bronnen over Activiteits theorie en cultuur-historische theorie vinden, zoals literatuurverwijzingen, online beschikbare artikelen, of verwijzingen naar conferenties en congressen. We staan open voor alle hulp en verheugen ons op uw commentaar—natuurlijk beantwoorden wij ook uw vragen! Onze email: deweb@iscar.org

Claudia Ang-Stein is coördinator en contactpersoon voor alle vragen omtrent Duits of Nederlandse lidmaatschap van ISCAR.

Martijn van Schaik is de vertegenwoordiger van de sectie in het internationale ISCAR bestuur. Voor vragen over Internationale onderwerpen, mail Martijn.