RE: [xmca] Engeström's theory of expansive learning, views appreciated!

From: dima dayoub <ddima who-is-at>
Date: Mon Jan 21 2008 - 16:01:08 PST

Dear Lisa
Your interpretation makes much sense to me. Thanks for the reference.
> From: lpk2 who-is-at> To: xmca who-is-at> Subject: Re: [xmca] Engeström's theory of expansive learning, views appreciated!> Date: Mon, 21 Jan 2008 14:51:44 -0500> > Dima,> > While I am still puzzling out your question, one piece stood out for me with > regard to my current work.It does not address your Engestrom query but made > me think about an aspect of your question.> > You say,> > > > "In my research, I have found that 'experiencing the future' can also be a > natural way of mentally steering away from current tensions, triggered by > great disparities between the rhetorical and the real, and verbalised > informally or in the research context."> > > > Etienne Wenger* talks about the mechanisms or modes of belonging which light > on the micro-workings of a community of practice. He describes three modes > of belonging: 1)engagement in the community of practice - involvment in > negotiating meaning, 2)opportunities for imagination - creating images of > the world via our own experiences, and 3) alignment - coordinating energy > and activites with broader structures.> > > > It is the idea of imagination that resonates with your observation about > "experiencing the future". For example, I see in analyzing teacher > engagement in their communities of practice, that when teachers collaborate, > how they imagine possiblities for the future of their group and their work > seems key to the growth and sustainability of the groups. Wenger sees this > idea of "imagination" as a process of group expansion by transcending time > and space as well as creating new images of the world (Wenger, 1998.). This > term is meant to stress the creative process and production of new images > and relationships, not a withdrawal from reality. In the context of a > community of practice, and from a sociocultural perspective, how group > members respond in the group can impact the shared reality created by the > mutual engagement. Of course,as you point out, and Wenger addresses this as > well, this imagining of possiblities does not always result in positive > growth and depending upon the particpants' ability to act.> > > > *Wenger, E. (1998). Communities of practice: Learning, meaning, and > identity. Cambridge: Cambridge University Press.> > > > Lisa P. Kuh, M.Ed.> Head Teacher, Eliot-Pearson Children's School> Tufts University> PhD Candidate, Teacher Education> University of Washington> 146 Allston Street> Medford, MA 02155> 206-406-0134 781-391-1533> > ----- Original Message ----- > From: "dima dayoub" <>> To: "eXtended Mind, Culture, Activity" <>> Sent: Sunday, January 20, 2008 6:16 PM> Subject: [xmca] Engeström's theory of expansive learning, views appreciated!> > > > Dear all,> > I am a PhD student at the University of Manchester, currently writing up my > research. I am interested in exploring the adoption experiences of online > education in the Syrian Virtual University, a new initiative in the region.> > I would appreciate any feedback on the following:> > I am reflecting on whether Engeström's notion of 'experiencing' necessarily > implies intervention-mediation. I have read his 2007 article 'Enriching the > theory of expansive learning: lessons from ourneys towards coconfiguration' > and I have understood the occuring reflections in the variousorganisations > studied as an outcome of intervention sessions. In my research, I have found > that 'experiencing the future' can also be a natural way of mentally > steering away from current tensions, triggered by great disparities between > the rhetorical and the real, and verbalised informally or in the research > context. Such reflections were not necessarily followed by action, > particulary when the participants were not in a position to act, and > tensions took the shape of external influences.> > Doesn't intervention relegate the role of the less powerfully-positioned > researchers? Does it not also define the participants as those who are > enabled to act, e.g. 'a head physician' or 'a manager'?> > Any 'corrective' or other interpretations of Engeström, will be truly > appreciated.> > Many thanks in anticipation> Dima> Date: Mon, 21 Jan 2008 09:26:57 +1100> To:> From: >> Subject: RE: [xmca] Once Again, Learning and > Development!> > Helena,> Go to the context:> >> > Marx deals with your question there, I think.> > Marx is a little ambiguous, > across his life, on what is included under > "production," but since we are > talking about whole social formations in > this instance, and taking into > account other claims in this same work, I > think we can say that he is > talking about economic production as distinct > from "superstructure". > Personally, however, I would say that for the > purposes of psychology, it > is questionable whether "production" can be > conceived in that limited way. > My point only was that this general approach > to complex human forms of > development, in the Hegelian/Marxist tradition, > has always had this idea > about a "leading activity."> > Andy> > At 10:26 AM 20/01/2008 -0600, you > wrote:> >Andy et al:> >> >What does Marx mean by "production"? What is > included? Can you give some > >examples of social formations and then > examples of "production" that are > >specific, of not unique, to each > formation?> >> >I'm reading John Berger, especially "The Production of the > World," his > >essay about Van Gogh, but Berger uses the phrase "production > of the world" > >in other essays, too.> >> >Helena> >> > >________________________________________> >From: > [] On Behalf > >Of > Andy Blunden []> >Sent: Saturday, January 19, 2008 8:02 PM> > >To: eXtended Mind, Culture, Activity> >Subject: Re: [xmca] Once Again, > Learning and Development!> >> >There is in every social formation a > particular branch of production which> >determines the position and > importance of all the others, and the relations> >obtaining in this branch > accordingly determine the relations of all other> >branches as well. It is > as though light of a particular hue were cast upon> >everything, tingeing > all other colours and modifying their specific features.> >> >Marx, > <../../1859/critique-pol-economy/appx1.htm#p211>Preface to the> >Critique of > Political Economy (1859)> >> >> >> >At 08:16 AM 19/01/2008 -0800, you > wrote:> > >... Actually, I'm not sure if this way of understanding what > Vygotsky> > >meant by central functions and peripheral functions is right at > all. It's> > >okay for learning, but it does seem too microgenetic to > describe> > >development, doesn't it? Perhaps the BEST thing to do is to > take this back> > >to XMCA and see what others think!> > >> > > David > Kellogg> > > Seoul National University of Education> >> > >_______________________________________________> >xmca mailing list> > >> >> > >_______________________________________________> >xmca mailing list> > >> >> > Andy > Blunden : tel (H) +61 3 9380 9435, > mobile 0409 > 358 651> > _______________________________________________> xmca mailing > list>>> _________________________________________________________________> Telly addicts unite!>> xmca mailing list>>> > _______________________________________________> xmca mailing list>>
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