Transformative agency by double stimulation: advances in theory and methodology

被引:30
作者
Engestrom, Yrjo [1 ]
Nuttall, Joce [2 ]
Hopwood, Nick [3 ,4 ]
机构
[1] Univ Helsinki, Ctr Res Act Dev & Learning, CRADLE, Helsinki, Finland
[2] Australian Catholic Univ, Inst Learning Sci & Teacher Educ, Melbourne, Vic, Australia
[3] Univ Technol Sydney, Sch Int Studies & Educ, Sydney, NSW, Australia
[4] Univ Stellenbosch, Dept Curriculum Studies, Stellenbosch, South Africa
关键词
Transformative agency; double stimulation; conflict of motives; cultural-historical activity theory; WAITING EXPERIMENT; VYGOTSKIAN MODEL; EMERGENCE;
D O I
10.1080/14681366.2020.1805499
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Theories of agency are often borrowed from psychology and sociology; truly educational theories of agency are rare - theories that not only classify and measure dimensions of agency but enable us to understand how its formation can be pedagogically facilitated. Based on Sannino's recent work on transformative agency by double stimulation (TADS), a truly educational approach to agency is gaining traction. In double stimulation, a person or group faces a paralysing conflict of motives (first stimulus) which is resolved by identifying a meaningful artefact that is turned into a sign (second stimulus). Today's critical learning challenges typically do not have obvious or `correct' solutions. They require a pedagogy that allows learners to face conflicts and construct artefacts to help break out of their paralysis. The paradigm of double stimulation, as explored in the articles in this issue, offers as tarting point for a pedagogy of agentive actions and expanding possibilities.
引用
收藏
页码:1 / 7
页数:7
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