Bidirectional Cultural Transmission and Constructive Sociogenesis

Valsiner, Jaan

doi:10.1007/978-1-4612-2654-3_4

Cited by 75 publications

(120 citation statements)

References 38 publications

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“…The main point of departure for the conceptualizations included in this study involves the sociocultural approach to learning (Vygotsky 1978;Wertsch 1998) and sociogenetic ideas (Valsiner 1994;Valsiner and Van der Veer 2000). Generally, sociocultural approaches emphasize the interdependence of social and individual processes in the co-construction of knowledge.…”

Section: Theoretical and Empirical Perspectivesmentioning

confidence: 99%

“…The rationale underlying this empirical investigation can be found in sociocultural perspectives of learning and development, viewed as a process of co-construction of knowledge that arises from interaction (Valsiner 1994). This is a process that unfolds in time and it is shaped by individuals' knowledge, active engagement, and the intersubjectivity created during interaction.…”

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confidence: 99%

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The multi-layered nature of small-group learning: Productive interactions in object-oriented collaboration

Damşa

2014

Intern. J. Comput.-Support. Collab. Learn.

103

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This article presents a study of small-group interaction in the context of collaborative learning in undergraduate education. The student groups participated in collaborative projects, which involved setting-up, conducting, and reporting on empirical research studies. This study sheds light on the nature of productive interactions, the joint efforts to co-construct knowledge and the shared epistemic agency expected to emerge when groups are addressing ill-structured, complex problems in a collaboration over time. In-depth qualitative analysis and descriptive statistics were used to analyze and interpret interaction data and developing knowledge objects (i.e., research reports) collected during a 20-week project period. The findings show that productive interactions can take different forms, with discourse-based and object-oriented being the most relevant patterns arising. In the latter case, the emergent knowledge objects also influence the course and productivity of the interaction. Finally, groups manifesting shared epistemic agency produce knowledge objects more complex and suitable to the problems addressed. These findings contribute to a better understanding of the collaborative learning process that includes work on knowledge objects over time. The implications for the educational practice and further research point towards the need for a better understanding of the way groups function when challenged to address complex problems and to participate in knowledge production, how these processes can benefit learning, and what is needed in terms of pedagogical and technological support, to enable students to be more than mere coursetakers, but also producers of knowledge.Keywords Knowledge co-construction . Knowledge objects . Learning in higher education . Productive interaction . Shared epistemic agency . Small-group collaboration In the context of emerging changes in the knowledge-based society, students in higher education are expected to be able to address ill-structured and open-ended problems, conceive new ideas, show inquiring attitudes and proactive behavior, and capitalize on collective expertise (Goodyear and Zenios 2007). Learning in small groups that focuses on solving open-ended problems and on managing the collaborative process has been proposed as a wayIntern.

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Section: Theoretical and Empirical Perspectivesmentioning

confidence: 99%

mentioning

confidence: 99%

The multi-layered nature of small-group learning: Productive interactions in object-oriented collaboration

Damşa

2014

Intern. J. Comput.-Support. Collab. Learn.

103

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“…This aspect of agentic agency forms a key part of study of the workplace participatory practices of three people in the contrasting roles of trade union official, grief counsellor and IT consultant. In their theorisation, Billett et al (2004, p.239) drew on Valsiner's (1994) concept of the 'relatedness' between the values of individuals and the 'mores of the social practice' in their occupational and organizational contexts: 'Individuals' agentic actions are directed to sustaining and extending their practice in ways that are not always consistent with the goals of the workplace'. Wrzesniewski et al (2003) identified four sources of knowledge used by the clearners in their decisions about whether to provide care and the most appropriate kind of 'caring move' for each specific context, and, crucially, which practice would avoid or not risk harm to the patient:…”

Section: Theoretical Perspectives and Frameworkmentioning

confidence: 99%

Job Crafting and Identity in Low-Grade Work: How Hospital Porters Redefine the Value of their Work and Expertise

Fuller¹,

Unwin²

2017

Vocations and Learning

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Over 25 years ago, Brown and Duguid (Organisation Science, 2(1), [40][41][42][43][44][45][46][47][48][49][50][51][52][53][54][55][56][57] 1991) highlighted the differences between the way organisations formally describe and delineate jobs and the actual practices of their employees. This paper combines ideas from their seminal contribution with theories of 'job crafting' and identity to examine the agentic behaviour of employees in low-grade, 'dirty work' as they utilise their expertise and practices to (re)frame their occupational identities and challenge their prescribed job boundaries. The evidence for the paper comes from a qualitative study of hospital porters in the UK's National Health Service. It argues that this combined theoretical approach provides a potential research and employment framework to challenge the abstracted and stereotypical conceptions of the expertise related to low-grade jobs.

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“…Portanto, as experiências e condutas regulam e direcionam o desenvolvimento humano para certas trajetórias probabilísticas, em um processo de construção e negociação contínuo entre indíviduo-indivíduo e indivíduo-ambiente (Valsiner, 1994). Ao nascer, o indivíduo inicia uma traje-tória probabilística; ele cresce, na busca de coerência entre suas pré-disposições genéticas e padrões socioculturais estabelecidos.…”

Section: Caos E Ordem: Construindo a Trajetória Probabilística Do Desunclassified

“…Em ambos os casos, o enfoque epigenético interessa-se em compreender como as informações genéticas são transmitidas, mantidas ou transformadas na linha do tempo. A noção de epigênese considera a dinâmica do curso de vida em sua totalidade, incluindo gerações anteriores e posteriores (Elder, 1996); interessase também pelo interjogo entre a bagagem genética e a adquirida (Cairns, Elder & Costello, 1996); pelas interações sociais e as relações que os indivíduos estabelecem (Hinde, 1997); pelos sistemas biopsicossociais inseridos no contexto ecológico ; e, por fim, pelas influências bidirecionais presentes entre todos os sistemas envolvidos no processo de desenvolvimento humano (Gotlieb, 1996;Valsiner, 1994 (Dessen & Costa Junior, 2005, p. 11) A visão da ciência do desenvolvimento não é retrospectiva, mas prospectiva. Na primeira visão, "o desenvolvimento é como um movimento logicamente necessário ao estágio final pré-determinado" (van Geert, 2003, p. 641).…”

Section: Caos E Ordem: Construindo a Trajetória Probabilística Do Desunclassified

Desenvolvimento humano: desafios para a compreensão das trajetórias probabilísticas

Sifuentes

Dessen

Oliveira

2007

Psic.: Teor. e Pesq.

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RESUMO -A abordagem teórica do desenvolvimento humano exige uma perspectiva interdisciplinar, a qual contemple a interface de diferentes saberes. Seguindo uma trilha antes delineada pela abordagem sistêmica do desenvolvimento e pela abordagem bioecológica, a "Ciência do Desenvolvimento", surge ao final do século XX, imprimindo uma marca importante na compreensão das principais questões relativas ao campo do desenvolvimento. Neste trabalho, apresentamos e discutimos alguns tópicos centrais desta ciência. A ênfase no desenvolvimento como processo versus produto das interações; o significado das mudanças e continuidades no tempo; e, o papel do próprio sujeito, assim como o da cultura e dos contextos ecológicos, entre os fatores constitutivos das redes relacionais em que se circunscreve o desenvolvimento, ao longo do curso de vida, são aspectos que se destacam na discussão.Palavras-chave: desenvolvimento humano; modelo bioecológico; teoria sistêmica; multidisciplinaridade. Human Development: Challenges for the Comprehension of the Probabilistic TrajectoriesABSTRACT -The theoretical approach of human development demands an interdisciplinary perspective that contemplates the interface of different knowledge fields. Following a path previously defined by the systemic approach of learning and by the bioecological approach, the "Science of Development" has emerged in the last decades of the 20th century, imprinting an important mark in the comprehension of the main issues of human development. In this work, we present and discuss some of the core issues of this science: the emphasis on the development as a process versus a product of the interactions; the meaning of the changes and continuities over time; and the role of the person as well as that of the culture and the ecological contexts among the constituent factors of the relational systems where development takes place along life-time.

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Bidirectional Cultural Transmission and Constructive Sociogenesis

Cited by 75 publications

References 38 publications

The multi-layered nature of small-group learning: Productive interactions in object-oriented collaboration

The multi-layered nature of small-group learning: Productive interactions in object-oriented collaboration

Job Crafting and Identity in Low-Grade Work: How Hospital Porters Redefine the Value of their Work and Expertise

Desenvolvimento humano: desafios para a compreensão das trajetórias probabilísticas

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