Epistemology of Transformative Material Activity
John Dewey's Pragmatism and Cultural‐Historical Activity Theory
Bibliographic Data
| ID | 8976030 |
|---|---|
| Authors | R Miettinen (0000-0002-5308-4717, University of Helsinki, corresponding author) |
| Year | 2006 |
| Volume | 36 |
| Issue | 4 |
| Pages | 389-408 |
| Publication date | 2006-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal for the Theory of Social Behaviour (JOURNAL) |
| Journal identifiers | ISSN: 0021-8308 • E-ISSN: 1468-5914 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1468-5914.2006.00316.x |
| OpenAlex | W2014438393 |
| Language | EN |
| Citations received | 19 |
| References cited | 51 |
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 intervention play a central role. They also suggest that reflection and thought, mediated by language and semiotic artifacts, serve the reorientation of activity and is vital in the development of new, alternative ways of action. That is why Dewyan pragmatism and activity theory supply means of understanding organizational behavior and change in human activities better than the concepts of practice based on rule following, routines or embodied skills
Action (physics · Activity Theory · Culture theory · Embodied cognition · Epistemology · Pedagogy · Pragmatism · Semiotics · Sociology · Transformative learning · Anthropology · Critical Realism in Sociology · Innovative Education and Learning Practices · Management and Organizational Studies · Philosophy
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Repairing disrupted care processes as sources of stability, learning and change in a Finnish hospital
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The reciprocal development of the object of common space and the emergence of the collective agency in residents' workshops
Hermeneutics of technological culture
Representation and emotion causation
Change in international practices
Re-Turn to Practice
Mot de la rédaction
Philosophical Review of Pragmatism as a Basis for Learning by Developing Pedagogy
Transformative Leadership
From Habituality to Change
Rethinking Social Roles
A Cultural-Historical Activity Theory Approach for the Design of a Qualitative Methodology in Science Educational Research
Duality of Categories or Dialectical Concepts
Practices of outcomes-based forms of pedagogy in the foundation phase
Foreign Military Presence and the Changing Practice of Sovereignty
Intricacies of back-office
Thought and language.
Social Practices
Vygotsky and Education
Essays in experimental logic.
Reconstruction in philosophy.
The New Institutionalism in Organizational Analysis
Sociocultural Studies of Mind
The practice turn in contemporary theory
Studies in ethnomethodology
Culture, communication and cognition
Epistemic Objects, Artefacts and Organizational Change
Genesis and Development of a Scientific Fact
Outline of a Theory of Practice
Models
Praxis and Action
The riddle of things
An Introduction to Dewey's Theory of Functional "Trans-Action"
Artifact Mediation in Dewey and in Cultural-Historical Activity Theory
Social constructivism and the process‐content distinction as viewed by Vygotsky and the pragmatists
Psychology as a Moral Science
Object Construction and Networks in Research Work
Science Studies and Activism
Beyond the Science Wars
Philosophy, Social Theory, and the Thought of George Herbert Mead
Dewey's philosophy and the experience of working
An Introduction to Philosophy
Dewey and Vygotsky Viewed Through the Rearview Mirror—and Dimly at That
Dewey and Vygotsky
Dewey, Vygotsky, and the Social Administration of the Individual
Pragmatism, Realism and Hermeneutics
Order with Things? Humans, Artifacts, and the Sociological Problem of Rule‐Following
The concept of experiential learning and John Dewey's theory of reflective thought and action
Consciousness and Revolution in Soviet Philosophy
The Mangle of Practice
The Concept of Breakdown in Heidegger, Leont'ev, and Dewey and Its Implications for Education
Toward a Theory of Social Practices
The Mangle of Practice
The Working Hypothesis in Social Reform
So, How Did Bourdieu Learn to Play Tennis? Habitus, Consciousness and Habituation
When things strike back
The phenomenological habitus and its construction
| Unique citing works | 19 |
|---|---|
| Citations per year | 1,12 |
| Citation span | 2009 - 2026 (18) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 18 |