Dear Professor Engestrom,
I understand the expansive model is part of a larger theoretical framework and
have drawn on some recent work of Gordon Wells to make connections to the
classroom context. As I understand it then an expansive cycle "represent[s ]the
way in which action is embedded within this more complex organizational
structure of activity" (Wells 2001, p 5) that leads to the development of new
structures within an activity system. In other words, expansion is Engestrom's
metaphor for transformative processes and outcomes whereby activity systems can
reproduce existing social structures and through expansion produce new
ones.(Minnis and John-Steiner 2000)
If I have understood this correctly, then as Wells states 'the expanded model of
an activity system can be used to show potential areas of tension and potential
breakdown and (according to Phillip Capper's email) this means the
constructivist teacher takes this opportunity to create a ZPD in the class to
assist students to develop an historical perspective of their world.
I said I thought the expansive cycle was a natural stage in development because
I was thinking about the expansive cycle being a more sophisticated phase in the
activity of learning to think like an historian. I suppose given our
conversation I should see it as not natural at all but needing to be constructed
by the teacher so they become motivated to transform their understanding.
Does this make sense? Am I on the right track or have I missed the point?
Thanks
Tina
Yrjö Engeström wrote:
> Dear Tina, the expansive cycle model is part of a larger theoretical
> framework, namely the theory of expansive learning, which is based on
> cultural-historical activity theory. If you want to use the expansive cycle,
> you need to go into its theoretical foundations. They are very different
> from "a constructivist pedagogical strategy for promoting students'
> conceptual development" that David Kirshner was referring to.
>
> In various versions of constructivist pedagogy, conceptual conflict refers
> to any situation where the student's existing concepts or schemata fail to
> explain or predict some experience. In the theory of expansive learning,
> contradictions refer historically evolving deep tensions in collective
> activity systems.
>
> You mentioned that you had thought that "the expansive cycle was a
> natural stage in development." I wonder what you mean by this. Could you
> perhaps elaborate a bit?
>
> Best regards,
>
> Yrjo Engestrom
>
> > I viewed Professor Engestrom's video yesterday on the expansive cycles
> > in Learning 3 and wondered if someone could help clarify a point for me.
> >
> > I am researching the role of the teacher in supporting students'
> > conceptual development. The students are junior high school history
> > students. Before watching the video I thought the expansive cycle was a
> > natural stage in development and students could, through dialogue with
> > the teacher and other students, co-construct knowledge about the nature
> > of history and historical methodology - ie begin to think like an
> > historian. Now it seems this expansive cycle needs some kind of conflict
> > or disharmony for participants to reflect and "look outside the box". If
> > this is the case then in the classroom situation I have described,
> > students do not engage in this expansive cycle.
> >
> > I would really appreciate some clarification on this point.
> >
> > My second question is the use of multidisciplinary, interdisciplinary
> > and crossdisciplinary. If, as a teacher researcher I am drawing on
> > linguistic theory (SFL) education theory, sociology and cognitive
> > psychology to consider learning in the classroom within a social context
> > is my work multidisciplinary, interdisciplinary and crossdisciplinary?
> >
> > I am not sure of the fine points related to these terms.
> >
> > Again any comments would be appreciated.
> >
> > Tina Sharpe
> > PhD student
> > University of Technology
> > Sydney, Australia.
> >
> >
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