This is the contents of the book for those wanting a little more info
before committing to take on a chapter.
Nate
Learning by Expanding: An Activity - Theoretical Approach to Developmental
Research
Contents
Introduction to the German Edition
1. INTRODUCTION
a.. Problem one: The futility of learning
b.. Problem two: The elusiveness of expansion
c.. Theoretical research as empirical research
d.. How to select the data
e.. How to process categories out of the data
f.. How to make the categories reach reality
2. The Emergence of Learning Activity as a Historical Form of Human Learning
a.. At the limits of cognitivism
b.. Zinchenko's contribution
c.. The triangles of activity
d.. The first lineage: From Peirce to Popper
e.. The second lineage: From Mead to Trevarthen
f.. The third lineage: From Vygotsky to Leont'ev
g.. The evolution of activity
h.. Inner contradictions of human activity
i.. On the cultural evolution of human learning
j.. The first lineage: Learning within school-going
k.. The second lineage: Learning within work activity
l.. The third lineage: Learning within science and art
m.. The structure of learning activity
n.. Metacognition and the subject of learning activity
o.. The emergence of learning activity in the ontogenesis
p.. The first intermediate balance
3. The Zone of Proximal Development as the Basic Category of Expansive
Research
a.. Two classic dilemmas of developmental psychology
b.. Levels of learning
c.. Learning and development
d.. Individual and societal development
e.. How the new is generated
f.. The zone of proximal development
g.. The Adventures of Huckleberry Finn as a voyage through
the zone of proximal development
h.. Theoretical lessons
i.. The analysis of the zone extended: The case of Seven Brothers
j.. The second intermediate balance
4. The Instruments of Expansion
a.. The first dichotomy: 'primitive' versus 'advanced' thought
b.. The second dichotomy: experience versus analysis
c.. The third dichotomy: narrative versus paradigmatic thought
d.. Reaching beyond the dichotomies: Dewey, Wertheimer and Bartlett
e.. The complementarity of instruments
f.. Cognitive theories of concepts - once again at the limits of
cognitivism
g.. Vygotsky and the problem of concepts
h.. Dialectical logic and concepts
i.. Davydov and the problem of concepts
j.. Models as instruments of expansive thinking
k.. The functioning of models in theoretical thinking - presented and
questioned
l.. The discovery of the periodic law as an instance of expansive
transition
m.. Another instance: from nuclear fission to Manhattan Project
n.. Historical types of activity and expansive transition
o.. Secondary instruments systematized
-Springboards
-Models
-Microcosms
p.. In search for a tertiary instrument of expansion
q.. Formal dialectics as a candidate
r.. Dialectics of substance
s.. Sociality and expansion: From apprenticeship to polyphony
t.. The third intermediate balance
5. TOWARDS AN EXPANSIVE METHODOLOGY
a.. The cycle of cultural-historical methodology: Vygotsky, Scribner, and
Cole
b.. The cycle of expansive methodology
c.. Phenomenology and delineation of the activity system
d.. Analysis of activity
e.. Formation of new instruments
f.. Practical application of new instruments
g.. Reporting
h.. The terminal balance
Bibliography
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