R Miettinen
Biographic Data
| ID | 1023 |
|---|---|
| NAME | R Miettinen |
| GIVEN NAMES | R |
| FAMILY NAME | Miettinen |
| SIGNATURE | MIETTINEN R |
| AFFILIATIONS | University of Helsinki |
| ORCID | 0000-0002-5308-4717 |
| VERIFIED | Yes |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 133 |
| AUTHOR COUNT | 19 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1990 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 5 |
A forgotten chapter in the history of Nordic educational theory: J.V. Snellman’s theory of Bildung
J.V. Snellman (1806–1881) developed an original theory of Bildung inspired by Hegelian philosophy and social theory. His conception of Bildung is timely for several reasons. It anticipated both the cultural-historical understanding of the human mind and today’s European Bildung-based curriculum theory. According to Snellman, the primary duty of a civilized person is to understand the demands of their era and to work towards solving its problems. …
Hegel’s political and social theory: Ethical life ( Sittlichkeit ) as a historical-institutional context of human development
This paper suggests that Hegel’s concept of Sittlichkeit (ethical life) provides an elementary way of understanding the relationship between individual development and the cultural and political environment. In contrast to many other concepts of context, it is able to integrate the moral, social, political, economic, and legal conditions of human development within one framework. Individual development is analyzed in terms of how freedom, Bildung…
Dynamics of Design Collaboration: BIM Models as Intermediary Digital Objects
Epistemological, Artefactual and Interactional–Institutional Foundations of Social Impact of Academic Research
Intercultural Collaboration: A Response to Serpell’s Commentary
From Habituality to Change: Contribution of Activity Theory and Pragmatism to Practice Theories
The new social theories of practice have been inspired by Wittgenstein's late philosophy, phenomenology and more recent sociological theories. They regard embodied skills and routinized, mostly unconscious habits as a key foundation of human practice and knowledge. This position leads to an overstatement of the significance of the habitual dimension of practice. As several critics have suggested this approach omits the problems of transformative …
Re-Turn to Practice: An Introductory Essay
The study of practices has a long theoretical history and draws on a wide range of methods. This introductory essay sets the stage for the five articles presented in this Special Issue by explaining its background and providing one narrative of the theoretical background on which both its editors and the authors of its articles, in one way or another, draw and to which the latter make explicit or implicit reference
Epistemology of Transformative Material Activity: John Dewey's Pragmatism and Cultural‐Historical Activity Theory
The paper compares John Dewey's pragmatism and cultural‐historical activity theory as epistemologies and theories of transformative material activity. For both of the theories, the concept of activity, the prototype of which is work, constitutes a basis for understanding the nature of knowledge and reality. This concept also implies for both theories a methodological approach of studying human behavior in which social experimentation and interven…
Epistemic Objects, Artefacts and Organizational Change
One of the key concepts of the neo-institutional studies of organizations has been routine—an established, rule-governed pattern of action. The concept of routine creates difficulties when used for making sense of the emergence of new practices or change in organizations and institutions. There are two reasons for this. First, routine was introduced originally to account for the continuity of organizational life. Second, it is based on theories o…
Object of Activity and Individual Motivation
A. N. Leontiev (1978) introduced the philosophical concept of practice, or "objective activity" into psychology to reconsider its foundations, and in this context he elaborated the concept of the object of activity. This article deals with the co-formation of an object of a collective activity and of the goals, motives and capabilities of individuals. This is discussed by taking as starting points the social and practical origins of human needs, …
Introduction: "Perspectives on the Object of Activity"
Artifact Mediation in Dewey and in Cultural-Historical Activity Theory
(2001). Artifact Mediation in Dewey and in Cultural-Historical Activity Theory. Mind, Culture, and Activity: Vol. 8, No. 4, pp. 297-308
Dynamics of Change in Research Work: Constructing a New Research Area in a Research Group
The authors study how an aerosol technology research group constructed a research agenda for itself and how its activity was changed in the process. The group's research agenda was heterogeneous, comprising several research areas in which the knowledge of aerosols was applied in different industrial contexts. The authors analyze the development of one of these areas, the research on the production of ultrafine particles from 1992 to 1997, employi…
The concept of experiential learning and John Dewey's theory of reflective thought and action
The conception of experiential learning is an established approach in the tradition of adult education theory. David Kolb's four-stage model of experiential learning is a fundamental presentation of the approach. In his work Experiential Learning, Kolb states that John Dewey, Kurt Lewin and Jean Piaget are the founders of the approach. The article discusses Kolb's eclectic method of constructing his model of experiential learning. It studies how …
The Emergence and Institutionalisation of Technology Assessment in Finland
The riddle of things: Activity theory and actor‐network theory as approaches to studying innovations
This article compares cultural‐historical activity theory (AT) and actor‐network theory (ANT) as approaches to studying technical innovations. The concept of nature and society production in the ANT and the concept of activity in the AT have much in common as attempts to transcend the dualism between subject and object, nature and society. The symmetrical (ANT) and the dialectical (AT) interpretations of the concept of mediation are compared. It …
Object Construction and Networks in Research Work: The Case of Research on Cellulose-Degrading Enzymes
This paper discusses how a research community constructs a research object and agenda for itself. It analyzes object construction as the complex and continuous efforts of a research community to create and maintain the social meaning and motive of its research activity. It concludes that the object of research work is dual: it comprises the research object proper, and `application objects'. The latter are objects constructed by innovation network…
Theories of Invention and an Industrial Innovation
Laboratory Work in Changing Society
No abstract
Re-Turn to Practice: An Introductory Essay
The study of practices has a long theoretical history and draws on a wide range of methods. This introductory essay sets the stage for the five articles presented in this Special Issue by explaining its background and providing one narrative of the theoretical background on which both its editors and the authors of its articles, in one way or another, draw and to which the latter make explicit or implicit reference
The concept of experiential learning and John Dewey's theory of reflective thought and action
The conception of experiential learning is an established approach in the tradition of adult education theory. David Kolb's four-stage model of experiential learning is a fundamental presentation of the approach. In his work Experiential Learning, Kolb states that John Dewey, Kurt Lewin and Jean Piaget are the founders of the approach. The article discusses Kolb's eclectic method of constructing his model of experiential learning. It studies how …
Object Construction and Networks in Research Work: The Case of Research on Cellulose-Degrading Enzymes
This paper discusses how a research community constructs a research object and agenda for itself. It analyzes object construction as the complex and continuous efforts of a research community to create and maintain the social meaning and motive of its research activity. It concludes that the object of research work is dual: it comprises the research object proper, and `application objects'. The latter are objects constructed by innovation network…
Epistemology of Transformative Material Activity: John Dewey's Pragmatism and Cultural‐Historical Activity Theory
The paper compares John Dewey's pragmatism and cultural‐historical activity theory as epistemologies and theories of transformative material activity. For both of the theories, the concept of activity, the prototype of which is work, constitutes a basis for understanding the nature of knowledge and reality. This concept also implies for both theories a methodological approach of studying human behavior in which social experimentation and interven…
From Habituality to Change: Contribution of Activity Theory and Pragmatism to Practice Theories
The new social theories of practice have been inspired by Wittgenstein's late philosophy, phenomenology and more recent sociological theories. They regard embodied skills and routinized, mostly unconscious habits as a key foundation of human practice and knowledge. This position leads to an overstatement of the significance of the habitual dimension of practice. As several critics have suggested this approach omits the problems of transformative …
Dynamics of Change in Research Work: Constructing a New Research Area in a Research Group
The authors study how an aerosol technology research group constructed a research agenda for itself and how its activity was changed in the process. The group's research agenda was heterogeneous, comprising several research areas in which the knowledge of aerosols was applied in different industrial contexts. The authors analyze the development of one of these areas, the research on the production of ultrafine particles from 1992 to 1997, employi…
Epistemological, Artefactual and Interactional–Institutional Foundations of Social Impact of Academic Research
Intercultural Collaboration: A Response to Serpell’s Commentary
Laboratory Work in Changing Society
No abstract
Theories of Invention and an Industrial Innovation
Object Construction and Networks in Research Work: The Case of Research on Cellulose-Degrading Enzymes
This paper discusses how a research community constructs a research object and agenda for itself. It analyzes object construction as the complex and continuous efforts of a research community to create and maintain the social meaning and motive of its research activity. It concludes that the object of research work is dual: it comprises the research object proper, and `application objects'. The latter are objects constructed by innovation network…
The Emergence and Institutionalisation of Technology Assessment in Finland
The riddle of things: Activity theory and actor‐network theory as approaches to studying innovations
This article compares cultural‐historical activity theory (AT) and actor‐network theory (ANT) as approaches to studying technical innovations. The concept of nature and society production in the ANT and the concept of activity in the AT have much in common as attempts to transcend the dualism between subject and object, nature and society. The symmetrical (ANT) and the dialectical (AT) interpretations of the concept of mediation are compared. It …
The concept of experiential learning and John Dewey's theory of reflective thought and action
The conception of experiential learning is an established approach in the tradition of adult education theory. David Kolb's four-stage model of experiential learning is a fundamental presentation of the approach. In his work Experiential Learning, Kolb states that John Dewey, Kurt Lewin and Jean Piaget are the founders of the approach. The article discusses Kolb's eclectic method of constructing his model of experiential learning. It studies how …
Artifact Mediation in Dewey and in Cultural-Historical Activity Theory
(2001). Artifact Mediation in Dewey and in Cultural-Historical Activity Theory. Mind, Culture, and Activity: Vol. 8, No. 4, pp. 297-308
Dynamics of Change in Research Work: Constructing a New Research Area in a Research Group
The authors study how an aerosol technology research group constructed a research agenda for itself and how its activity was changed in the process. The group's research agenda was heterogeneous, comprising several research areas in which the knowledge of aerosols was applied in different industrial contexts. The authors analyze the development of one of these areas, the research on the production of ultrafine particles from 1992 to 1997, employi…
Epistemic Objects, Artefacts and Organizational Change
One of the key concepts of the neo-institutional studies of organizations has been routine—an established, rule-governed pattern of action. The concept of routine creates difficulties when used for making sense of the emergence of new practices or change in organizations and institutions. There are two reasons for this. First, routine was introduced originally to account for the continuity of organizational life. Second, it is based on theories o…
Object of Activity and Individual Motivation
A. N. Leontiev (1978) introduced the philosophical concept of practice, or "objective activity" into psychology to reconsider its foundations, and in this context he elaborated the concept of the object of activity. This article deals with the co-formation of an object of a collective activity and of the goals, motives and capabilities of individuals. This is discussed by taking as starting points the social and practical origins of human needs, …
Introduction: "Perspectives on the Object of Activity"
Epistemology of Transformative Material Activity: John Dewey's Pragmatism and Cultural‐Historical Activity Theory
The paper compares John Dewey's pragmatism and cultural‐historical activity theory as epistemologies and theories of transformative material activity. For both of the theories, the concept of activity, the prototype of which is work, constitutes a basis for understanding the nature of knowledge and reality. This concept also implies for both theories a methodological approach of studying human behavior in which social experimentation and interven…
Re-Turn to Practice: An Introductory Essay
The study of practices has a long theoretical history and draws on a wide range of methods. This introductory essay sets the stage for the five articles presented in this Special Issue by explaining its background and providing one narrative of the theoretical background on which both its editors and the authors of its articles, in one way or another, draw and to which the latter make explicit or implicit reference
From Habituality to Change: Contribution of Activity Theory and Pragmatism to Practice Theories
The new social theories of practice have been inspired by Wittgenstein's late philosophy, phenomenology and more recent sociological theories. They regard embodied skills and routinized, mostly unconscious habits as a key foundation of human practice and knowledge. This position leads to an overstatement of the significance of the habitual dimension of practice. As several critics have suggested this approach omits the problems of transformative …
Intercultural Collaboration: A Response to Serpell’s Commentary
Epistemological, Artefactual and Interactional–Institutional Foundations of Social Impact of Academic Research
Dynamics of Design Collaboration: BIM Models as Intermediary Digital Objects
Hegel’s political and social theory: Ethical life ( Sittlichkeit ) as a historical-institutional context of human development
This paper suggests that Hegel’s concept of Sittlichkeit (ethical life) provides an elementary way of understanding the relationship between individual development and the cultural and political environment. In contrast to many other concepts of context, it is able to integrate the moral, social, political, economic, and legal conditions of human development within one framework. Individual development is analyzed in terms of how freedom, Bildung…
A forgotten chapter in the history of Nordic educational theory: J.V. Snellman’s theory of Bildung
J.V. Snellman (1806–1881) developed an original theory of Bildung inspired by Hegelian philosophy and social theory. His conception of Bildung is timely for several reasons. It anticipated both the cultural-historical understanding of the human mind and today’s European Bildung-based curriculum theory. According to Snellman, the primary duty of a civilized person is to understand the demands of their era and to work towards solving its problems. …
Sociology (13 works) · Epistemology (9 works) · Psychology (8 works) · Computer Science (7 works) · Artificial Intelligence (6 works) · Philosophy (6 works) · Activity Theory (5 works) · Innovative Education and Learning Practices (5 works) · Pedagogy (5 works) · Political science (5 works)