![]() Other Soviet psychologists, including Alexander Luria and Alexei Leont’ev, further elaborated this position by including a dialectical relationship between the individual and collective (culture, society) this is now known as second-generation activity theory. Grounding their work in the dialectical materialist approach of Karl Marx and Friedrich Engels, Soviet psychologists such as Lev Vygotsky worked to establish a theory that could simultaneously account for knowledge as the result of concrete human actions and of sociocultural mediation this is now known as first-generation activity theory. ![]() The nature of an activity such as fish hatching can never be understood by studying it in the abstract, that is, by analyzing the idea of fish hatching it requires instead the study of the concrete material details of fish hatching as a synchronically and diachronically situated system.Ĭultural historical activity theory has arisen in response to idealism, which splits concrete human activity from abstract thinking. Social activities (e.g., fish hatching, teaching, researching), which have arisen as a result of the division of labor in society, are the basic units of analysis in CHAT. A more descriptive name frequently used for the theory is therefore cultural historical activity theory or CHAT. The theory presupposes that structural aspects of a setting mediate activity and that these structures can be understood only by considering their cultural and historical context. Because of this orientation, the theory has been in favor with researchers interested in assisting companies and schools in redesigning and changing their everyday work environment. Activity theory therefore aspires to understand and explain each form of action in its concrete material detail, whatever the situation. Activity theory, on the other hand, is concerned with understanding real, concrete activity in the very settings where it occurs, based on the grounds individual and collective human agents have for doing what they do. Most theories also consider actions as expressions and causal consequences of underlying, hidden social or psychological phenomena. ![]() However, most theories do not explain concrete individual actions, but provide probabilistic estimates for central tendencies. Human actions are the fundamental phenomena that all theories of knowing, learning, and development aspire to explain.
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