From relational ontology to transformative activist stance on development and learning: expanding Vygotsky’s (CHAT) project

This paper offers steps towards overcoming current fragmentation within sociocultural approaches by expansively reconstructing a broad dialectical view on human development and learning (drawing on Vygotsky’s project) underwritten by ideology of social justice. The common foundation for sociocultura...

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Bibliographic Details
Published in:Cultural studies of science education 2008-07, Vol.3 (2), p.471-491
Main Author: Stetsenko, Anna
Format: Article
Language:English
Subjects:
Activism
Adult Learning
Andragogy
Cognitive Processes
Concept Formation
Critical Theory
Developmental Psychology
Education
Educational philosophy
Educational sociology
Educational theory
Epistemology
Ethics
Ideology
Individual Development
Learning Theories
Literary Criticism
Ontology
Original Paper
Resistance (Psychology)
Science Education
Social Justice
Social Theories
Sociocultural Patterns
Sociology of Education
Values
Vision
Vygotsky, Lev
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Summary:This paper offers steps towards overcoming current fragmentation within sociocultural approaches by expansively reconstructing a broad dialectical view on human development and learning (drawing on Vygotsky’s project) underwritten by ideology of social justice. The common foundation for sociocultural approaches is developed by dialectically supplanting relational ontology with the notion that collaborative purposeful transformation of the world is the core of human nature and the principled grounding for learning and development. An activist transformative stance suggests that people come to know themselves and their world as well as ultimately come to be human in and through (not in addition to) the processes of collaboratively transforming the world in view of their goals. This means that all human activities (including psychological processes and the self) are instantiations of contributions to collaborative transformative practices that are contingent on both the past and the vision for the future and therefore are profoundly imbued with ideology, ethics, and values. And because acting, being, and knowing are seen from a transformative activist stance as all rooted in, derivative of, and instrumental within a collaborative historical becoming , this stance cuts across and bridges the gaps (a) between individual and social and (b) among ontological, epistemological, and moral–ethical (ideological) dimensions of activity.
ISSN:1871-1502
1871-1510
DOI:10.1007/s11422-008-9111-3