I have no problems imagining a functional reorganization in a sociocultural activity
(consisting of people and artifacts) that includes psychological processes. The activity
changes in a qualitatively different one. Like e.g. concrete and abstract logic in
Piagetian tasks. The sociocultural activity would be - unlike Piaget's perspective - the
whole task people and artifacts included. But I don't think this kind of reorganization can
be easily translated in "development" as distinguished from "learning". Even if you take
"development" as a collective proces. There are different individuals in an activity and
even if some activity system functions on a qualitatively different level, the individuals in
it function different in different situations. (Like you yourself illustrated with your own co-
research in a previous mail.) We could alternatively take the route of following
individual trajectories. I think there lies I problem to. IIf there were to be a functional
reorganization in the structure of individual actions, people would have to take complete
psychological processes away from participating in an activity.
Ini
On 1 Apr 2005 at 10:20, Mike Cole wrote:
> I think the question of functional organization of WHAT is important
> here. What is the unit of analysis? Does it include
> functional reorganization in the structure of individual actions that
> implicate what are often referred to as psychological processes, or
> can this be simply assumed through funcational reorganization of
> person-others interaction?
> mike
>
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