Vygotsky’s, Leontiev’s and Engeström’s Cultural-Historical (Activity) Theories

Overview, Clarifications and Implications

Bibliographic Data

ID6071987
AuthorsNgo Cong-Lem (0000-0002-5257-8264, Dalat University, corresponding author)
Year2022
Volume56
Issue4
Pages1091-1112
Publication date2022-12-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueIntegrative Psychological and Behavioral Science (JOURNAL)
Journal identifiersISSN: 1932-4502 • E-ISSN: 1936-3567
PublisherSpringer Science and Business Media LLC (PUBLISHER)
DOI10.1007/s12124-022-09703-6
PMID35680721
OpenAlexW4281675545
LanguageEN
Citations received25
References cited55

At the social turn in education, Vygotsky’s cultural-historical/sociocultural theory (VST) has become particularly influential. There are other cultural-historical traditions associated with VST, including Leontiev’s and Engeström’s versions of cultural-historical activity theory (CHAT). These approaches are frequently conflated, resulting in confusion that can be consequential in interpreting educational research findings. Unravelling these frameworks is thus an important and urgent task. In addressing this gap, the paper first provides an overview of the origins and fundamental tenets of these cultural-historical perspectives, followed by a critical evaluation of and comparison among them. Implications for utilising these cultural-historical traditions are discussed

Epistemology · Sociology · Educational and Psychological Assessments · Innovative Education and Learning Practices · Innovative Teaching and Learning Methods · Philosophy · Psychology

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