Clinic of Activity: The Dialogue as Instrument

Adult education and the planetary condition

“…If sustainability and interpretativeness (as continuous learning making new connections between phenomena) are increasingly needed in work, then we need new dialogic methods to support the learning of this interpretative way of working. As the focus of interpretativeness in robotic surgery is in situational and gestural activities, we turn to the Vygotskian-based French tradition of work psychology, work analysis and professional didactics (Clot 2009;Clot & Kostulski 2011;Kloetzer 2012;Pastré 2011). Together with activity theoretical work on instruction and learning (Engeström 1994), these sources may help in seeing the connections between individual and society, which are so badly needed in research in order to achieve sustainable development (Seppä-nen in press).…”

“…Second, support of the comparison of professional choices and the ways of dealing with them reveals the fundamental characteristics and problems of the profession; the self-confrontation method potentially expands the resources to face these (Kloetzer & Henry 2010). These new resources contribute to learning of ownership and the power to act (Clot 2009). According to Elg et al (2015), active ownership is one of the guiding principles for enabling sustainable development in organizations.…”

“…Self-confrontation is one of the dialogic developmental intervention methods developed by the Activity Clinic team in France in the last 15 years (Clot 2009;Clot 2011;Kloetzer et al 2015). Here, we describe the phases of simple-and crossed self-confrontations and apply them to the work of robotic surgery.…”

“…During the dialogue, limits of description may appear, causing conventional truths to fail and new attempts of conceptualization to emerge. (Clot 2009). The simple self-confrontation task will be done by the researcher and both the individual expert and learner surgeons.…”

“…Crossed self-confrontation is an encounter between the researcher and two professionals who have both been previously confronted with their own sequences of activity (Clot 2009). The purpose is a dialogue about the different ways of acting based on careful observation of the same video sequences as in the simple self-confrontation session.…”