The Transformation of Learning: Advances in Cultural-Historical Activity Theory

Description

The Transformation of Learning gives an overview of some significant advances of the cultural-historical activity theory, also known as CHAT in the educational domain. Developments are described with respect to both the theoretical framework and research. The book's main focus is on the evolution of the learning concept and school practices under the influence of cultural-historical activity theory. Activity theory has contributed to this transformation of views on learning, both conceptually and practically. It has provided us with a useful approach to the understanding of learning in cultural contexts.

Bert van Oers is a professor of cultural-historical theory of education at Vrije University in Amsterdam. He is an honorary doctor at the University of Jyvaskyla in Finland. He has published two books in English: Narratives of Childhood and Symbolizing and Modeling in Mathematics Education. He has been published in many journals, including Learning and Instruction, Jourmal of the Learning Sciences, European Early Childhood Education Research Journal, Mind, Culture, and Activity, and the Journal of Moral Education. Wim Wardekker is an assistant professor in the Department of Theory and Research in Edication at Vrije University in Amsterdam, and he is a professor of Quality of Education at Windesheim University of Professional Studies in Zwolle, the Netherlands. He has been published in journals such as Educational Review, Mind, Culture, and Activity, and the Journal of Moral Education. Ed Elbers is professor of communication, cognition, and culture at Utrecht University. His research is on communication processes in the context of learning and instruction, particularly in multi-ethnic classrooms. He was guest editor of Learning and Instruction, and European Journal of Psychology of Education, and is the author of many articles and book chapters. Rene van der Veer is Casimir Professor of the history of education at Leiden University. He is published widely on the history of developmental psychology and education. Among the other books he co-authored are Main Currents of Critical Psychology, Understanding Vygotsky, The Vygotsky Reader, Reconstructing the Mind, The Social Mind, and Vygotsky's Educational Thinking.