rules or norms of behavior that the community has adopted (ENGESTRÖM 1999). For example, Figure 1 depicts the activity system involving a researcher whose research object is the schooling of children from poverty. This relation between the subject and its object is dialectical, that is, it forms an indivisible unit; furthermore, the object is itself dialectical because of its dual existence as a concrete situation or object and as a vision, idea, or motive. Figure 1: Depicted is an activity system involving a researcher interested in the effect of poverty on learning and the reproduction of social inequities. [3] The relationship between the subject and its object is not direct, however. Rather, it is mediated by the means of production, including tools (e. g. , theory), materials, or instruments (camera). The relation is further mediated by the community of which the researcher is a part, which is the source of the motive for the particular activity (researching makes sense in a community of researchers) and which is also the ultimate target or consumer of the products of the activity (producing research articles would be meaningless if there was nobody reading them). In activity theoretic terms, each pair of entities is mediated by other entities. Because of these relations, the outcome of the activity, its product, literally embodies the traces of the activity system as a whole rather than being solely attributable to the solitary researcher and his or her mind. Furthermore, the object cannot be understood independent of the researcher (subject), and therefore is always, and dialectically so, tied up with him/her. [4]
• • • Cultural-historical psychology (also called the school of Vygotsky, sociocultural psychology, socio-historical psychology, activity theory, cultural psychology, cultural historical activity theory, and social development theory) is a theory of psychology founded by Lev Vygotsky at the end of the 1920 s and developed by his students and followers in Eastern Europe and worldwide. Cultural-historical psychology emerged as a response to Cartesian dualism between mind and body in psychology of that time as a deliberate attempt to establish a new paradigm in psychological research that would overcome the narrow objectivism of behaviorism (Watson) and subjectivism of introspective psychology of Wundt, James, and others. It focuses on human development to make genetic claims about the function of mind in activity. These claims could be part of, or a basis for, a return to the unity of human sciences. It also emerged just when the Silver Age, or Renaissance, of the Russian culture was in decline. A major characteristic of cultural-historical psychology was its tendency to integrate knowledge about humans by drawing on various approached and methods. [1] Vygotsky and his associates postulate in principle non-adaptive character and the mechanisms of higher psychical (mental) functions development. Defining the main goal of psychological inquiry as an objective study of human consciousness, the members of Vygotsky's school investigate the role of cultural mediation and such cultural mediators as word, sign (Vygotsky), symbol, myth (Losev, V. Zinchenko) in the development of human higher psychical functions, development of personality and its "top-most' phenomenology. Human beings who are different in terms of cultural beliefs are also different from each other psychologically. [2] A basic distinguishing feature of cultural-historical psychology is that "the speciesspecific characteristic of human beings is their need and ability to inhabit an environment transformed by the activity of prior members of their species. Such transformations and the mechanism of the transfer of these transformations from one generation to the next are the result of the ability/procilivity of human beings to create and use artifacts - aspects of the material world that are taken up into human action as modes of coordinating with the physical and social environment. " (Cole 1995, p. 190) In this way, research has been done into the effects of literacy (Cole & Scribner) and mathematics (Saxe) outside of traditional schooling to understand how cognition develops embedded in a given place and time.
“man’s consciousness not only reflects the objective world, but creates it” (ibid. , vol. 29, p. 194). But the creative activity of man, who transforms the world, is only possible through an adequate reflection of the objective world.
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