FLAMMA 29.9.2016: HEGELILÄISEN SIVISTYKSEN PUOLESTAPUHUJA REIJO MIETTINEN JÄÄ ELÄKKEELLE
Aikuiskasvatustieteen professori Reijo Miettinen pitää jäähyväisluentonsa perjantaina 30. syyskuuta klo 9-12. Tilaisuus järjestetään osoitteessa Siltavuorenpenger 10 (Aurora), auditorio 229. Luennon aiheena on ”How does Hegel’s political theory contribute to activity theory?”
Reijo Miettinen on taustaltaan psykologi. Hän väitteli valtiotieteiden tohtoriksi vuonna 1993 sosiaalipsykologian alalta. Väitöksen aiheena oli ammattikorkeakoulujen yliopettajien työ. Aiheesta syntyi myös toinen kirja nimeltään ”Koulun muuttumisen mahdollisuudesta – tutkimus opetustyön kehityksestä ja ristiriidoista”. Miettinen on julkaissut lukuisia tieteellisiä teoksia, kaikissa taustalla on ollut kulttuurihistoriallinen toiminnan teoria ja pragmatismi, joilla on kytkentänsä hegeliläis-snellmanilaiseen sivistyksen käsitteeseen.
Miettinen työskenteli pitkään Teknologian tutkimuskeskuksessa VTT:ssä aikuiskouluttajana, jossa hän järjesti koulutusta tutkijoille ja mietti miten tutkimustulokset päätyisivät innovaatioiksi. Samalla syntyi väitöskirja ja palo tieteelliseen tutkimukseen.
Helsingin yliopistoon Miettinen tuli vuonna 1995 kehittävän työn tutkimuksen professoriksi juuri perustettuun toiminnan teorian ja kehittävän työntutkimuksen yksikköön, joka nykyisin tunnetaan nimellä CRADLE. Hän työskenteli myös 5-vuotiskauden tutkimustyön ja innovaatioiden professorina kunnes hänet valittiin aikuiskasvatustieteen professoriksi vuonna 2006.
Työssään Miettinen on tutkinut konkreettisia tuotekehittelyn mahdollisuuksia, jossa tuottaja ja käyttäjä kohtaavat. Tästäkin syntyi kirja ”Osaaminen ja uuden luominen innovaatioverkoissa”. Työssään Miettisellä on kaksi tutkimuslinjaa: tieteen ja teknologian tutkimus sekä oppiminen ja opetustyö.
Miettinen on ohjannut uransa aikana useita väitöskirjoja, työskennellyt vierailevana tutkijana muun muassa Californian yliopistossa San Diegossa ja Trenton yliopistossa Italiassa.
Angloamerikkalaisessa koulutuksessa ei puhuta sivistyksestä – Hegelin Bildung on useille vieras käsite. Miettisen mukaan nykyisin myös Suomessa.
– Poliitikot käyttävät sanaa sivistys kulttuurin ja koulutuksen kontekstissa, Miettinen toteaa. – Suomessa uusliberalistinen ja nationalistiset ajattelutavat ovat kaventaneet sen merkitystä.
Hegelin sivistyksen käsite on universaali ja tarkoittaa yksilön kiinnittymistä koulutuksen ja työn kautta kansalaisyhteiskuntaan ja yleisinhimilliseen kulttuuriin. Jokaisella on oikeus koulutukseen ja itsensä kehittämiseen.
– Hegelin ajatukset kyseenalaistetaan markkinataloudessa.
Reijo Miettiselle työ on ollut myös rakas harrastus, tutkimus ei jää vaikka työhuone emeritukselta lähteekin. Työhuoneelleen hän on pyöräillyt kesät talvet sään salliessa – pyörälaukku täynnä rakkaita kirjoja. Lukeminen, tutkiminen ja kirjoittaminen ovat intohimoja, jotka pysyvät. Tällä hetkellä eläköityvää aikuiskouluttajaa kiinnostaa uuden, modernin ihmiskäsityksen muodostuminen valistuksen aikakaudella. Hän haluaa puhua myös varhaiskasvatuksen, peruskoulun ja kirjastolaitoksen puolesta – ne ovat kansakunnan sivistyksen mittareita.
CRADLE RESEARCH SEMINARS IN OCTOBER
There are three CRADLE research seminars to come in OCT-NOV. More information on the seminars soon via cradle-list and on this web page:
15:30-17:30 Vanessa Tomaz, SP1A Room 229
09:30-11:30 Fatma Alhashimi, SP1A Room 229
09:00-11:00 Daniele Morselli, Minerva K108
VISITORS IN OCTOBER
WELCOME TO PROFESSOR REIJO MIETTINEN'S EMERITUS LECTURE ON FRIDAY, SEPTEMBER 30, 2016
Aurora Building, Siltavuorenpenger 10, Auditorium 229
September 30, 2016 9:15-12:00
Institute of Behavioural Sciences, University of Helsinki
The title of Reijo’s lecture is:
How does Hegel´s political theory contribute to activity theory?
Classical German philosophy and Hegel particularly are forerunners of the cultural-historical conception of Man. In addition, Hegelian philosophy has been significant in the Finnish Bildung tradition through J.V. Snellman. Hegel’s political theory of the historical-institutional conditions of freedom and self-development provide an alternative framework to cognitively oriented conceptions of learning and development as well as for the concepts of human capital and 21st century competencies. Hegel studies the conditions of development of an individual utilizing the resources of political and moral theory and in relation to the historical development of the societies of his time. My speech introduces four concepts of Hegel that contribute to the understanding of human development: ethical life (Sittlichkeit), work and finding one’s way in the division of labour, immanent critique, and recognition.
9:15 - 9:30
Coffee and welcome, Professor Yrjö Engeström
9:30 - 11:00
Professor Emeritus Reijo Miettinen, University of Helsinki: How does Hegel´s Political Theory contribute to Activity Theory?
11:00 - 12:00
Comments and discussion
All colleagues and students are welcome to take part in this event!
Enroll here by Friday, the 23rd of September!
Those of you who cannot make it on the spot are able to attend the lecture remotely:
CRADLE RESEARCH SEMINAR ON SEPT 2
Professor Callie Grant (Rhodes University, South Africa) will give a CRADLE research seminar on Friday, September 2, from 9:30 to 11:30 in seminar room 229 (Siltavuorenpenger 1 A, Psychologicum building).
Callie Grant is Associate Professor of Educational Leadership and Management at Rhodes University, South Africa. Her research interests include distributed leadership, teacher leadership and learner leadership as well as school resilience. She is also interested in higher education studies, particularly as it relates to teaching, learning and knowledge-building, doctoral education and post-graduate supervision practices. She also enjoys teaching courses on qualitative research methods.
The title of Callie's talk is:
Experimenting with activity theory in educational leadership research, teaching and practice in South Africa: A plausible way to transform this troubled field?
This presentation is driven by the question: Can activity theory and expansive learning inform (and transform) our educational leadership research, teaching and practice in South Africa and, if so, how? In response, I first sketch a picture of the socio-cultural landscape of South Africa, particularly post 1994. Second, I provide a brief overview of the disciplinary context within which I work and surface some of the tensions and contradictions embedded in the field. Third, I turn to my own institution and share our (peripheral) positioning in the field and the principles underpinning our research and curriculum work. Fourth, I select the currently popular concept of distributed leadership and offer a critique of its usage in order to argue for its (re)conceptualisation as socio-cultural practice with conceptual foundations of activity theory. Fifth, I present an interventionist research project undertaken with our Honours students (in-service school teachers) to demonstrate how activity theory has provided a useful language of description and explanatory tool for learner leadership development in schools. Finally, the presentation looks forward to our future planned research projects and invites input on how these are best conceptualised, thus concluding the argument for the plausibility of activity theory as a robust and appropriate theoretical framing for transforming educational leadership research, teaching and practice in South Africa.
NEW BOOK ON EXPANSIVE LEARNING
Yrjö Engeström's new book, Studies in Expansive Learning: Learning What Is Not Yet There, has just come out from Cambridge University Press. For more information, see>>
CRADLE RESEARCH SEMINAR ON AUGUST 23
The title of Aydin’s talk is "Culturally Responsive Positive Behavioral Interventions and Supports: A Statewide Formative Intervention Study of Expansive Learning"
I will present findings from the Culturally Responsive Positive Behavioral Interventions and Supports (CRPBIS) project, a multisite formative intervention study that aim to intervene the racialization of behavioral problems in schools with local stakeholders in the state of Wisconsin. With a collaborative research design, the CRPBIS Project built a coalition among the Wisconsin Department of Public Instruction, University of Wisconsin-Madison, two school districts, civic organizations, students, families, and educators with a specific goal: collectively map out and transform exclusionary and marginalizing school systems that reproduce behavioral outcome disparities. In the first phase of the study, the CRPBIS team conducted cross-sectional and longitudinal analyses of student-and school-level variables to understand the localized patterns and predictors of racial disproportionality. In the second phase of the study, Learning Lab, a process-oriented problem-solving methodology, was implemented at three public schools. In a Learning Lab, local stakeholders, specifically those who are historically marginalized from schools’ decision-making activities, examine racial disparities in behavioral outcomes in their local schools and develop solutions through praxis. The Learning Lab methodology is adapted from Yrjö Engeström’s expansive learning theory and change laboratory methodology, informed by dialectic materialism, and grounded in an interdisciplinary literature of critical education, cultural-historical psychology, critical geography, and information sciences. In the CRPBIS Project, Learning Lab members successfully examined outcomes and activities regarding school discipline and special education and designed culturally responsive behavioral support systems at two schools. Currently, I am working on scaling up Learning Labs in an urban school district as research and innovation sites for inclusive, ecologically valid, and sustainable systemic transformation.
CRADLE RESEARCH SEMINAR ON AUGUST 19
Professor Carole Groleau, Université de Montréal, Canada, (Siltavuorenpenger 1 A).
The title of Carole’s talk is "Modes of Design Tools: Sociomaterial Dynamics of a Horticultural Project”. The abstract of the talk is below.
Carole Groleau is Professor in the Department of Communication at Université de Montréal where she teaches seminars on evolving work practices as well as on qualitative methods. Her research investigates the dynamic relationship between material and social dimensions of organizing processes. She has co-authored the bookThe Computerization of Work: A Communication Perspective(Sage 2001). She has recently published articles in Organization Science andJournal of Organizational Change Managementin which she uses resources from cultural-historical activity theory, focusing in particular on contradictions in work activities.
Modes of Design Tools: Sociomaterial Dynamics of a Horticultural Project
Our study of sociomaterial practices investigates design tools by drawing on activity theory. This framework examines how interactions among organizational members as well as with their material environment shapes and are shaped by past interactional patterns. The empirical investigation of a horticultural project allows us to build on activity theory’s concept of tool to develop three modes to characterize sociomaterial dynamics supporting design work. We present the projective, authoritative and instructional modes through which ideas are concretized, legitimized and operationalized in concrete settings.
CRADLERS AT EARLI JURE 2016
EARLI JURE 2016 |Helsinki, July 4-8
Education in a dynamic world: Facing the future
Symposium Transformative agency for conceptual change in educational settings
Educational management in praxis: Moving beyond school walls
Monica Lemos; University of Helsinki; Brazil; email@example.com
Modernization of Teacher Education Programs: from Conflict of Motives towards Reflective Teaching
Maria Safronova; Moscow State University of Psychology and Education, Russian
Federation; University of Helsinki, Finland; firstname.lastname@example.org
Collective agency development through joint concept formation
Yuri Lapshin; University of Helsinki; Russian Federation; email@example.com
»We don’t see things as they are, …«: Challenging teachers’ individual and
Martin Kramer; University of Helsinki / University College of Education of the Diocese of
Linz, Austria; Austria; firstname.lastname@example.org
Ritva Engeström, University of Helsinki, email@example.com
VISITORS IN AUGUST
Professor Carole Groleau, Université de Montréal Canada 2.-30.8.2016
Professor Vanessa Sena Tomaz, UFMG Brazil, 8.8.-14.11.2016
Professor Callie Grant, Rhodes University, South Africa, 12.8-4.9.2016
Professor Aydin Bal, University of Wisconsin-Madison, USA 22.8.-26.8.2016
"DEVELOPMENTAL INTERVENTIONS FOR EQUAL PARTICIPATION IN LEARNING ACTIVITY" SYMPOSIUM AT NISCAR 2016
Hanna Toiviainen and Satu-Mari Jansson represented CRADLE in the 7th Nordic Conference on Cultural and Activity Research NISCAR 2016 in Denmark, Helsingör.
From Finland there were 5 participants on the spot in the conference:
From the left: Satu-Mari Jansson, Maria Peltola, Hanna Toiviainen and Teemu Suorsa. Maria and Teemu represent University of Oulu. Missing from the picture is Maritta Hännikäinen from the University of Jyväskylä.
Hanna Toiviainen (University of Tampere), Satu-Mari Jansson (University of the Arts Helsinki) and Ann Öhman Sandberg (Örebro University, Sweden) had a symposium in the conference on ‘‘Developmental interventions for equal participation in learning activity’.
Ann Öhmann Sandberg has been invited to visit CRADLE from August to December 2016, as well as from August to December 2017.
In addition to that, Monica Lemos from the CRADLE, University of Helsinki, took part remotely in the session “Developing professionals’ collaborative activity” with the paper “The creative chain of activities as a possibility of expanding educational management” with her supervisor Fernanda Liberali from Pontifical Catholic University of São Paulo, Brazil.
SIMONE CAMPOS APPOINTED AS A PROFESSOR AT UFSM, BRAZIL
Dear Professor Engestöm,
I am glad to inform you and Cradle's colleagues that a couple of days ago I have officially appointed as a permanent Professor at Federal University of Santa Maria (UFSM), in Brazil. I am working in undergraduation and graduate programs in Management.
Santa Maria is located in western Rio Grande do Sul, approximately 290 far from the capital city of the state, Porto Alegre. UFSM is a public, free university and students do not pay any tuition fees.
The achievement of this Professorship is produced of the CRADLE collective. So, I would like to thank you all for the interactions and learning opportunities I had with you. Indeed, I would like to share with you the abstract of my PhD dissertation (since the whole monographic dissertation was written in Portuguese). I am absolutely certain that the part of dissertation success is about the period that I stayed in Cradle, as a Visitor Student in 2013-2014.
That was a fruitful period for me and my dissertation as well, when I had the opportunity to learn a lot with you and the other professors. I would like also to invite you and Cradle colleagues for future Collaboration. Our university and specially the Graduation Program is growing up. Therefore, we have a supportive research community and it is a fruitful potential for research and intervention.
For now, I am especially interested in learning in alternative organizations and discursive manifestations.
With Best Regards,
CRADLE RESEARCH SEMINAR ON JUNE 17
Janet Blatter, PhD, will speak in CRADLE research seminar on Friday, June 17, at 10:15. The location is Siltavuorenpenger 1A, Psychologicum, IBS meeting room 229. Janet’s topic is "A CHAT about Animation: Extending Activity Theory into Studio Animation”. Below is an abstract for the talk. Janet's short biography is also attached below.
Everybody is very welcome.
Looking forward to seeing you there,
A CHAT about Animation: Extending Activity Theory into Studio Animation
I use Activity Theory as a theoretical and methodological framework in which to study the kinds of knowledge needed to do authentic design. My focus is on studio animation, currently at the Animation Studio of the National Film Board of Canada. The particular cognitive issues I’m researching deal with problem solving, representations of space and time, and how interim models such as storyboards are used in to translate ideas into images and words that can be shared and transformed by artists on a team.
My theoretical starting point is a definition of cognition as being emergent, embodied, culturally and technologically embedded. Because of this view, Cultural Historical Activity Theory has provided me with a theoretical and methodological tool to make a principled descent from context to specific cognitive states. My presentation focuses on issues relating to goals, rules, roles, and tools that characterize the early stages of Studio Animation. These findings are discussed in light of refining our understanding of complex human activity where there are inherent tensions, i.e., multiple, conflicting goals, and where the destination of the outcomes remain ambiguous.
Janet Blatter, PhD
I am an independent cognitive scientist (PhD McGill University) dealing with the thinking processes involved in authentic, team-based tasks. I explore how drawings, speech, and gesture are used by filmmakers and designers to find and solve problems that deal with change over time. My background in fine arts, and work as a museum curator fed my graduate studies and current research interests in drawing. The center of my research is visual-spatial-temporal reasoning. I examine how this reasoning is embodied and represented in speech and drawing, and look at the cross-cultural issues in thinking and communicating ideas about space and time. Starting from an ethnographic description based on Activity Theory, I examine deeper levels of cognition, and reference sociolinguistic theories about the relationship between language and thought. My contribution is to frame drawing as a language for thinking, sharing, and transforming thought. With multi-cultural/linguistic classrooms encouraging multimedia literacy, industry film production typically requiring sharing ideas in global design teams, understanding the links between drawing, design, and discourse is critical. This research can reveal and develop environments and technologies that support the thinking processes needed to get from concept to product.
CRADLE RESEARCH SEMINAR ON JUNE 16
Assistant Professor František Tuma from Masaryk University in Brno, Czech Republic will give a CRADLE research seminar on Thursday, June 16, from 10:30 to 12:30 in Siltavuorenpenger 5A, Minerva, Meeting room K108.
The title of the talk is:
The struggles of teaching English as a foreign language: A CHAT-informed case study
In my presentation I will introduce some preliminary outcomes of a CHAT-informed analysis of data collected within a case study of an English as a foreign language course conducted at a Czech university. The aim of my analysis is to get a deeper insight in a teacher’s struggling with the institutional pressures resulting from the standardization and assessment orientations endorsed by the department at the time of the data collection.
The data were collected within a Czech Science Foundation Grant (GAČR GA15-08857S): Classroom interaction in English language teaching in higher education; inthis analysis I build predominantly on the data collected in stimulated recall interviews with a teacher (in total 8 interviews, approx. 32,000 words) and 8 students (in total 5 interviews, approx. 15,000 words).
I will outline a set of working hypotheses, i.e. contradictions emerging in the development of foreign language teaching in the 20th century, both on international and Czech levels. In addition, I will take the institutional history into account. I will then address the manifestations of these contradictions in the stimulated-recall interviews. The presented findings will deal with the manifestations of contradictions between teacher autonomy and standardization, as well as between the teacher’s object of her activity and the students’ object(s). I will also outline some implications for possible future development and I will reflect on my position as a researcher in the (originally non-interventionist) process of data collection.
František Tůma works as assistant professor at the Institute for Research in School Education, Faculty of Education, Masaryk University in Brno, Czech Republic. He also externally cooperates with the Department of English and American Studies at the Faculty of Arts of the same university. He uses ethnomethodological conversation analysis of classroom interaction, and is interested in CHAT and its potential to better understand the processes of foreign language teaching and learning.
František will stay in CRADLE till mid July and will be happy to discuss with colleagues and students.
Everybody is very welcome! Those who want to join us from distance, please contact firstname.lastname@example.org ahead of time.
Looking forward to seeing you there,
Academy Research Fellow
VISITORS IN JUNE
Postdoctoral researcher František Tůma at the Institute for Research on School Education, Masaryk University, Czech Republic, 1.6..-11.7.2016
Independent cognitive scientist, PhD (McGill University) Janet Blatter, 17.6.2016
PhD Candidate Tomi Winfree, Cooperative Research Centre for Low Carbon Living Institute of Social Research Swinburne University of Technology, Australia 23.6.2016
PUBLIC EXAMINATION OF ANTTI RAJALA'S DOCTORAL DISSERTATION JUNE 3, 2016
The Public Examination of Antti Rajala's Doctoral Dissertation "Towards agency-centered pedagogy - A teacher's journey of expanding the context of school learning" will take place on Friday June 3, 2016, at 12 o'clock in Hall 5, Fabianinkatu 33 (Main Building).
Professor Anne-Nelly Perret-Clermont University of Neuchátel will act as the Opponent and Professor Kristiina Kumpulainen from the Department of Teacher Education, University of Helsinki, as the Custos.
The dissertation work was supervised by Professor Kristiina Kumpulainen, professor Lasse Lipponen and Dr. Annalisa Sannino from the University of Helsinki.
A PDF version of the thesis is freely available at the E-thesis website.
You can follow the defense also remotely online in UNITUBE.
Lehdistötiedote in Finnish.
Contact information of the candidate:
Antti Rajala email@example.com
KUKKA RANTA AT THE FREE UNIVERSITY OF FINLAND (VAPAA YLIOPISTO) SEMINAR ON MAY, 24
Collective Research: What is it and what could it be?
Kukka Ranta, a doctoral student at the CRADLE, an investigative journalist, photographer and nonfiction author outlines the Alternative Research seminar on Tuesday May 24th, 4-6pm organized by the Free University of Finland (Vapaa Yliopisto), in NesslingNest, Fredrikinkatu 20, Helsinki.
Ranta will present her collaborative research methods while working with homeless activists and housing rights movements in New York City and Barcelona as part of the Learning in Productive Social Movements project, led by professor Yrjö Engeström. Working collectively and learning together with activists and social movements, and combining academic research with journalism, photography and multimedia has intertwined deeply in Ranta’s research work.
More information on the seminar facebook.com/events/1745736582335044/
PROFESSOR MANOLIS DAFERMOS WILL GIVE A SEMINAR AT CRADLE ON MAY, 25
Prof. Manolis Dafermos, School of Social Sciences, University of Crete, will give a seminar for doctoral students on "Vygotsky and Dialectics in Educational Research" at UH, IBS, CRADLE.
The seminar will be held on Wednesday the 25th of May, 2016 at 10-15, Siltavuorenpenger 1A Room 229.
Everybody is very welcome!
Those who want to join us from distance, please contact Auli Pasanen (firstname.lastname@example.org ) by Tuesday, the 24th.
Looking forward to seeing you there,
Part I 10:00-12:00 “Vygotsky and Dialectics”
Prof. Manolis Dafermos, School of Social Sciences, University of Crete
The discussant: Academy Research Fellow, Dr. Annalisa Sannino, Center for Research Activity, Development and Learning CRADLE, University of Helsinki
Part II 13:00-15:00 “Young People and the Socioeconomic Crisis in Greece”
Prof. Manolis Dafermos, School of Social Sciences, University of Crete
The discussant: Kristiina Brunila, Professor of Social Justice and Equality in Education, IBS, UH
The chair of the seminar is Prof. Yrjö Engeström.
Dafermos, M. (2015). Reflection on the Relationship between Cultural-historical Theory and Dialectics. Psychological Science & Education, vol 20(3). pp. 16-24.
Triliva, S, Varvantakis, C & Dafermos, M (2015). YouTube, young people, and the socioeconomic crises in Greece. Information, Communication & Society vol. 18(4).
Dafermos, M. (2014). Vygotsky’s analysis of the crisis in psychology: Diagnosis, treatment, and relevance. Theory & Psychology, vol. 24(2). pp. 147-165
Dafermos, M. (2015). Rethinking the Crisis in Social Psychology: A Dialectical Perspective. Social and Personality Psychology Compass 9/8. p. 394-405
KUKKA RANTA AT DEVELOPMENT RESEARCH SUMMER DAY 2016
Kukka Ranta, an investigative journalist and photographer, and a doctoral student at UH, IBS, CRADLE, was among the three artist-researchers to discuss about development relevant themes through arts at Tieteiden talo last Tuesday. The two others were Riikka Bado, an independent theater artist and researcher; Antti Erkkilä, Doctor of Science and Forestry, Researcher at University of Eastern Finland and field specialist for the documentary movie Home of Heart.
The audience was inspired about the way it was enhanced to see also one's own research in a new light - to think about the possibilities of combining research and arts.
Kukka Ranta's topic was The meaning of photographic journalismin in academic research. She discussed about it through Learning in Productive Social Movements -project example.
Find out more about Kukka's research work here.
CRADLE RESEARCH SEMINAR ON MAY 12
Dear colleagues, Professor Ivan Valenzuela Espinoza will give a CRADLE research seminar on Thursday, May 12, from 10 to 12 am in Siltavuorenpenger 1A (Psychologicum), IBS meeting room 229.
Ivan’s talk will be of great interest to all of us struggling with neoliberal attacks on the Finnish educational system. Chile has an extraordinarily long and painful experience of neoliberalism, but has recently taken a turn toward building a strong public education. The Change Laboratory method developed in CRADLE is becoming an important resource for this exciting development.
Ivan’s title is:
The Chilean educational reform (2014-2018) and its implementation in Tarapacá region: Activity theory and the Change Laboratory as potential tools for social transformation
The government of President Bachelet (2014-2018) is carrying out a profound set of new reformist public policies in which the educational reform is of paramount social and political importance. After three decades of radical neoliberal educational policies, Chile has started a powerful process of dismantling the main existing free-market pillars in education, installing new institutions and approaches which aim at a social logic in this vital area. According to this new logic, education has to be considered as a social right aimed at free educational provision in which the role of public educational institutions are called to become central agents of transformation.
In the Tarapacá region the above implies new challenges for the local public university (Universidad Arturo Prat), among other things, in teachers´ undergraduate and graduate training and diverse research projects related to the local educational reality. Some of these initiatives are guided by Activity Theory and the Change Laboratory. A general overview of these projects will be presented, paying special attention to research carried out on the local employment needs in public secondary vocational-technical education. CRADLE´s theoretical and methodological approach is proving to be of great value for the research team of Universidad Arturo Prat both in terms of practical relevance and research sophistication.
Everybody is very welcome! Those who want to join us from distance, please contact Auli Pasanen (email@example.com ) ahead of time.
Ivan will stay in CRADLE for the month of May and will be happy to discuss with colleagues and students.
Looking forward to seeing you there,
PUBLIC EXAMINATION OF HELI KAATRAKOSKI'S DOCTORAL DISSERTATION
Friday May 13, 2016, at 12 o'clock in the Auditorium A132, Psychologicum, Siltavuorenpenger 1 A
It is my pleasure to announce the Public Examination of Heli Kaatrakoski's Doctoral Dissertation 'Conceptualising Customers in the Public Sector: An Activity-theoretical Analysis'. It will take place on Friday May 13, 2016, at 12 o'clock in the Auditorium A132, Psychologicum, Siltavuorenpenger 1 A. Professor David Guile from the Institute of Education, University College London, will act as the Opponent and Professor Yrjö Engeström from the Institute of Behavioural Sciences, University of Helsinki, as the Custos. The dissertation work was supervised by Academy Research Fellow Annalisa Sannino and Yrjö Engeström
A PDF version of the thesis is freely available at the E-thesis website:
KM Heli Kaatrakosken väitöskirja "Conceptualising Customers in the Public Sector: An Activity-theoretical Analysis" tarkastetaan perjantaina 13.5.2016 klo 12, Auditorium A132, Psychologicum, Siltavuorenpenger 1 A. Vastaväittäjänä toimii professori David Guile, the Institute of Education, University College London ja kustoksena professori Yrjö Engeström käyttäytymistieteiden laitokselta Helsingin yliopistosta. Väitöstyön ohjaajat olivat akatemiatutkija Annalisa Sannino ja Yrjö Engeström.
Väitöskirjan elektroninen versio on saatavilla osoitteessa:
Suoratoistoa voi seurata ja tallenteen voi ladata osoitteessa
Lectio praecursoria, my introductory lecture in the public examination of my doctoral thesis will be published in Informaatiotutkimus. It is a Finnish peer reviewed journal of information and library research.
The paper, Conceptualising Customers in the Public Sector: An Activity-theoretical Analysis is attached here>>
CRADLE RESEARCH SEMINAR, APRIL 29: PEDALABORATORY IN A TEACHER TRAINING SCHOOL
Professor Lasse Lipponen (Department of Teacher Education, University of Helsinki), Adjunct professor Anu Kajamaa (CRADLE, University of
Helsinki) and their research team organized a seminar on the 29th of April at 10-12 AM in the CRADLE research center. The seminar had 25 participants from 11 different countries.
In the seminar, the team of researchers presented the proceeding and results of the Change Laboratory project named "PedaLaboratory" they carried out in a Finnish Teacher Training School in 2015. As a consequence of the project, a new shared model for pedagogical leadership was created and successfully implemented in the school by the participants of the PedaLaboratory. The research team is currently authoring journal articles from the project. A Master's thesis on the project, by Katrin Riisla, will soon be published in the University of Helsinki e-thesis.
For more information please contact: firstname.lastname@example.org, email@example.com
VISITORS IN MAY
Dr. Ivan Valenzuela Espinoza, Universidad Arturo Prat, Iquique, Chile, 2.5.- 27.5.2016
Thomas Winman, head of research group LINA at University of West, Sweden, 3.5.2016
Bodil Svendsen, Doctoral Student at Norwegian University of Science and Technology, 12-13.5. 2016
Professor David Guile, UCL, Institute of Education (IOE) London, 12.-15.5.2016
Samane Khalili, PhD in philosophy of education at Tehran university, lecturer at Imam Sadeq university,Tehran, Iran, 18.5.-30. 9.2016
Professor Manolis Dafermos, University of Crete, 24-26.5.2016
VISITORS IN APRIL
Joan Ploettner, PhD candidate in the Department of Education, research group GREIP at the Universitat Autònoma de Barcelona, Spain 1.4.-31.5.2016
Alix Marschani, Doctoral student, early childhood research at IOE UCL London, 13.-14.4.2016
Paul Kelly, Researcher in Impact, Evaluation & Service Design, Lancaster University, UK, 18.-21.4.2016
Professor Karen Mattick and Professor Vivienne Baumfield, both from the University of Exeter, Centre for Research in Professional Learning 27.-29.4.2016
Pei Chin Liew, Senior Specialist (Guidance), Student Development Curriculum Division at Ministry of Education, Singapore, 28.-29.4.2016
CRADLE RESEARCH SEMINARS IN THE SPRING 2016
"'This Is Not Your Debt!' – Emancipation from the Emotional Prison of Guilt in the Spanish Housing Rights Movement "
Siltavuorenpenger 1A, Psychologicum, 229, IBS meeting room 7.4. at 10:45 - 12:45
"Fighting off the Vultures – How one Spanish Movement has Seriously Challenged the next Round of Real Estate Speculation"
Siltavuorenpenger 1A, Psychologicum, 229, IBS meeting room 14.4. 10:00 - 12:00
18.4. Giuseppe Scaratti, Professor, Università Cattolica di Milano
Note! A new topic - "Evaluating the impact of complex projects: A dialogue with CHAT" - will be presented later this Spring.
WALK THE TALK: a formative intervention for improving ethical practice in organization
In the seminar we present a formative intervention inside a big and complex not for profit organization. It started in 2012 and is already ongoing.
The intervention regards the biggest italian blood donors association in Italy that is composed by a large number of local, provincial and regional sites, spread all over the country. Inside this organization the associates have different roles and different type of commitment towards the organization: among the volunteer donors there are some members that have managerial roles with the task of defining strategies of the organization. Besides, some of the local sites (those that directly collect blood) commit part of the activities to personal that is employed. The complex structure of the association brought the director to ask to our research department to start an intervention because he perceived the risk that the organization could loose consolidate and shared identity, objectives and mission and become fragmented.
We implemented change laboratories, seeking for detecting contradictions and enhancing the opportunity of an expansive learning process. We ‘ll present our specific version and interpretation of a the Change Laboratory, aiming to discuss about it with the CRADLE colleagues.
Our challenge is to reflect on how it is possible to create conditions for promoting reflection and organizational change in such a big organization, by consolidating a shared identity without loosing the specificity of the local contexts/sites of the organization itself.
Through the sharing of this experience we would like to reflect about some pivotal aspects and to share ideas for writing a paper about the intervention.
Siltavuorenpenger 5A, Minerva, Meeting room K108, 18.4. 10:00 - 12:00
21.4. Paul Kelly, PhD researcher in impact evaluation & activity theory, HighWire DTC, Lancaster University
"Using activity theory to understand the design patterns visible in circulations of
power, knowledge and data in the NGO/NPO sector"
Siltavuorenpenger 5A Minerva, Meeting room K114 , 21.4. at 10:00 - 12:00
28.4. Professor Karen Mattick ,University of Exeter, Centre for Research in Professional Learning
"Learning across the professions: insights from medical and teacher education"
Siltavuorenpenger 1A, Psychologicum, 229, IBS meeting room 28.4. 10:00 - 12:00
12.5. Dr. Ivan Valenzuela Espinoza, Universidad Arturo Prat, Iquique, Chile
"" The Chilean educational reform (2014-2018) and its implementation in Tarapacá region:
Activity Theory and the Change Laboratory as potential tools for social transformation"
16.5. Giuseppe Scaratti, Professor, Università Cattolica di Milano
Giuseppe Scaratti, Professor, Università Cattolica di Milano and Visiting Professor at University of Helsinki, IBS, CRADLE
Discussant: Docent Ritva Engeström
Siltavuorenpenger 5A, Minerva, Meeting room K108, 16.5. at 10:00 - 12:00
The change laboratory mirroring as dialogical process: Learning from Bakhtin
The seminar reflects on the contribution of Bakhtin's thought to a specific dimension of the change laboratory process: the mirror material used to stimulate collective analysis and trigger hints and conditions for questioning the taken for granted, breaking away from the given ways of action and taking the initiative to transform it.
The possibility to conceive and use mirroring as a highly dialogic and relational process is the activation of social exchanges and reasoning which mobilize the interpretative models of the world and the network of symbolic meanings to which people refer in their organizational cultures and aesthetics. Mirroring in this perspective can be conceived as a social process through which people are supported in finding and acknowledging their spatial-temporal framing that it used to give sense and relate with one's own system of activity. The seminar point out four thematic dimensions in Bakhtin's contribution to mirroring and activity theory in general.
Everybody is very welcome!
Università Cattolica investe nel talento, nella ricerca, nella solidarietà.
Puoi farlo anche tu. CF 02133120150 www.unicatt.it/5permille
Those who would like to participate via Skype, please join the meeting 15 minutes before the start. More info on the Skype meetings: firstname.lastname@example.org
CRADLERS AT NERA 2016, 9-11 March HELSINKI CONFERENCE
Cradlers take part in NERA 2016 conference in Helsinki
Thu 10.3.: PARALLEL SESSION 4, 13.30–15.00
Symposium "Adult learning – at work, in education and everyday life. Activities and communities in turmoil: dialectics of agency and
transformation in educational research", chaired by
Learning to survive: Contradictions and object formation in a food cooperative in Finland
Yrjö Engeström & Juhana Rantavuori
Agency as a process of overcoming alienation: Toward a transformative agenda for educational research
"This Is Not Your Debt!" - Emancipation from the Emotional Prison of Guilt in the Spanish Housing Rights Movement
Mikael Brunila & Kukka Ranta
Indigenous funds of knowledge, learning and identity construction
Fighting off the Vultures: How one Spanish Movement has Seriously Challenged the next Round of Real Estate Speculation
Mikael Brunila & Kukka Ranta
DUTCH JOURNAL INTRODUCES CRADLE AND 3RD GENERATION ACTIVITY THEORY
The Dutch journal Opleiding & Ontwikkeling has just published an article by Ton Bruining about CRADLE’s work and 3rd generation activity theory. Here is the article >>
NEW VISITORS AT CRADLE IN MARCH
Professor Giuseppe Scaratti, Catholic University of Milan, Italy, visits CRADLE 1.3.-31.5.2016
CHANGE LABORATORIES SPREAD AROUND THE WORLD
The international uptake of the Change Laboratory as a powerful formative intervention method has been impressive in the past few years. Here are three recent examples.
Dr. Carlos Montoro has recently conducted a Change Laboratory in his university, Universidad de Guanajuato. On the 17th of February, he presented an analysis of that Change Laboratory intervention (see the poster below). Now a large hospital in Salamanca, Mexico has requested Carlos to conduct a Change Laboratory to help them develop their practices.
Mads Skipper, Peter Musaeus and Susanne Backman Nøhr recently conducted a Change Laboratory in the outpatient clinic in a paediatric department of a hospital. These colleagues have just published an article on this interevention:
-Skipper, M., Musaeus, P. & Backman Nöhr, S. (2016). The paediatric change laboratory: Optimising postgraduate learning in the outpatient clinic. BMC Medical Education, 16:42. DOI 10.1186/s12909-016-0563-y
The following item was published in the website of the Maringá State University in Brazil.
SILVIA IVALDI, CATHOLIC UNIVERSITY OF MILAN, ITALY, WILL GIVE A TALK IN CRADLE RESEARCH SEMINAR
10:00 am on Thursday, March 3, in Siltavuorenpenger 1A Psychologicum, IBS meeting room 229
Silvia’s topic is "The Coworking phenomenon: sociomaterial spaces and organizational scenarios.
An activity theory perspective".
Silvia will be working in CRADLE as visiting doctoral student for the spring semester, so she will be available also for further discussions.
Silvia Ivaldi: I graduated in Organizational Psychology and now I am a phd candidate in the faculty of Sociology at the Catholic University of Milano. In this research (that is also the topic of my phd thesis) I try to give value to the interdisciplinary feature of my academic path.
NEW VISITORS AT CRADLE IN FEBRUARY
Doctoral student Silvia Ivaldi, Catholic University of iMilan, Italy, visits CRADLE 10.2.-30.6.2016
CRADLE RESEARCH SEMINAR THURSDAY, FEB. 18 AT 10 AM
Professor Jón Torfi Jónasson (University of Iceland) will give a talk in the CRADLE research seminar on Thursday, February 18, at 10:00 am in Siltavuorenpenger 1A, Room 229.
Inertia in education:
the problem of changing its content
My analysis on change in education is at two levels. At the first level to distinguish between at least three categories of changes, macro changes (system level changes, running of schools, choice, testing regimes, etc.), micro changes (learning environments, didactics or methods, etc.) and substantive changes (aims and content of curriculum, - of education). At the second level of analysis – with focus on substantive change – I suggest there are three major issues to explore: First how does the issue become a focus or object of discussion and by whom is it lead and on what grounds? Second, by what mechanism(s) can changes be encouraged or implemented? Third, what are the inertial forces at play which may dampen, or restrain or stifle changes in this arena? I argue that these forces are neither sufficiently understood, respected nor attended to. I claim that there are many reasons why this topic of the substance of education seems to be largely ignored in the mainstream reform discourses. I argue that this is a problem because this substantive category is perhaps the most important one of the three mentioned above and that it really needs to develop for the sake of our students and societies. Having explored this issue for quite a while, under the heading education and the future, I am concerned and surprised how little attention it receives.
In my presentation I will suggest and briefly discuss more than ten different categories of forces or factors that, in concert, but to a varying degree have a restraining or repressive effect on this subject matter. If the advocates of change don’t attend to these, little change will take place within this arena. The different categories I will bring up are presented under the following headings: General conservatism, the system, standards, what is happening elsewhere? new ideas are fuzzy, the old ideas are still good? vested interests, teacher education, no consequence, lack of information, research is conservative, lack of space for initiative, the logistics of change within education. I am also looking for theoretical framework(s) within which to place my argument.
A new book Kehityksen tutkimus. Johdatus perusteisiin (Development Research. Introduction to Basics) is published by GAUDEAMUS Helsinki University Press, edited by Juhani Koponen, Jari Lanki, Mariko Sato & Anna Kervinen.
Doctoral Student Kukka Ranta, working at the CRADLE, wrote an article for the Chapter Global Governance, Development and Power by professor Juhani Koponen with a title ”Talk to us, not about us” on the power of social movements empowering oppressed poor people in South Africa; how to gain more rights in the local level with an example of the shack-dwellers' movement Abahlali baseMjondolo based in Durban.
The article is based on the Learning in Productive Social Movements project, headed by Professor Yrjö Engestöm.
The book will be released on 11.2.2016 at the Development Research Day 2016 Conference, the House of Science and Letters, Kirkkokatu 6, Helsinki, at 17:00.
NEW PHOTO REPORT BY KUKKA RANTA
Doctoral Student Kukka Ranta has published a photo report Without a Home in the Maailman Kuvalehti Magazine 1/2016 including an article written in collaboration with Master Student Mikael Brunila. Both are working at the Center for Research on Activity, Development and Learning CRADLE.
The material was collected while Ranta & Brunila worked on a joint project with the New York City Community Land Initiative NYCCLI and Picture the Homeless organization in New York City during 2014-2015 as part of the project Learning in Productive Social Movements, headed by Professor Yrjö Engeström, that is part of the Adacemy of Finland Research Programme: Future of Learning, Knowledge and Skills TULOS 2014–2017.
Follow the project website here!
REMINDER:SUBMISSION DEADLINE FOR NORDIC ISCAR IS JANUARY THE 15th 2016
Dear Cradle colleagues,
Submission deadline, January 15th 2016, is approaching. I strongly encourage you to send a proposal for a poster session, individual paper, symposium or a panel discussion! Please, visit the Conference website for further information.
You can also contact me and I will be happy to try to answer your questions concerning the Nordic ISCAR 2016.
Hanna Toiviainen, Member of the Scientific committee
CRADLE RESEARCH SEMINAR JAN 21
Ge Wei (Graduate School of Education, Peking University, China) will give a talk in CRADLE research seminar on Thursday, January 21, at 10:30 am in seminar room 229 in Siltavuorenpenger 1A. Ge Wei’s topic is “When Confucianism encounters cultural-historical activity theory”.
Abstract: Cultural-historical activity theory (CHAT) has been used in many contexts, while its transferability and applicability in Sinic cultural settings has not been discussed. This presentation shows a comparison between Sinic Confucianism and CHAT from ontological, epistemological and methodological dimensions. Moreover, the seven comparative aspects for understanding human development between Confucianism and CHAT are interpreted respectively with seven Chinese indigenous cases. The dialogue between Confucianism and CHAT on human development inspires the possibility to spread CHAT in the Sinic sphere. Meanwhile, the special social ground and discursive context in Confucian countries provide an axiological dimension as an innovative possibility to CHAT.
Keywords: cultural-historical activity theory, Confucianism, Sinic culture, human development
ACTIVITY THEORY, LEARNING AND WORK SYMPOSIUM AT RWL 9 CONFERENCE IN SINGAPORE
Hanna Toiviainen and Monica Lemos participated in the RWL 9 Conference, the 9th International Conference on Researching Work and Learning in Singapore, December 9-11, 2015.
Peter Sawchuck and Hanna coordinated the symposium ACTIVITY THEORY, LEARNING AND WORK:
Harry Daniels et al, University of Oxford: SCHOOL BUILDING: CASE STUDIES OF A COMPLEX FORM OF WORK
Katsuhiro Yamazumi, Kansai University: ENGAGING LEARNERS IN NEW DISASTER PREPAREDNESS: AN ACTIVITY-THEORETICAL STUDY ON EARTHQUAKE-ORIENTED DISASTER PREVENTION LEARNING IN KOBE
Monica Lemos, University of Helsinki: COLLABORATIVE AGENCY IN EDUCATIONAL MANAGEMENT: CONSTRUCTING A JOINT OBJECT FOR SCHOOL AND COM-MUNITY TRANSFORMATION.
Peter Sawchuck listening.
- Kaatrakoski, H., & Lahikainen, J., "What We Do Every Day Is Impossible": Managing Change by Developing a
Knotworking Culture in an Academic Library, The Journal of Academic Librarianship (2016), http://dx.doi.org/10.1016/j.acalib.2016.06.001 Publication>>
- Kajamaa, A. & Lahtinen, P. (2016). Carnivalization as a new mode of collaboration. Journal of Workplace Learning, Vol. 28 Iss 4 pp. 188 - 205. DOI http://dx.doi.org/10.1108/JWL-11-2015-0084 Publication>>
- Sannino,A., Engeström, Y. & Lemos, M. (2016). Formative Interventions for Expansive Learning and Transformative Agency, Journal of the Learning
Sciences, DOI: 10.1080/10508406.2016.1204547 Publication>>
- Sannino, A., Engeström Y. & Lahikainen, J. (2016). The dialectics of authoring expansive learning: tracing the long tail of a Change Laboratory. Journal of Workplace Learning, Vol. 28 Iss 4 pp. 245 - 26 http://dx.doi.org/10.1108/JWL-01-2016-0003 Publication>>
- Engeström, Y. & Sannino, A. (2016). Expansive learning on the move: insights from ongoing research / El aprendizaje expansivo en movimiento: aportaciones de la investigación en curs. Journal for the Study of Education and Development/ Infancia y Aprendizaje http://dx.doi.org/10.1080/02103702.2016.1189119 Publication >>
- Rantavuori, J., Engeström, Y., & Lipponen, L. (2016). Learning actions, objects and types of interaction: A methodological analysis of expansive learning among pre-service teachers. Frontline Learning Research, 4(3), 1-27. Publication >>
- Korpela, J., Miettinen, R., Salmikivi , T., & Ihalainen, J. 2015. The challenges and potentials of utilizing building information modeling in facility management. The case of the Center for Property and facilities of the University of Helsinki. Construction Management and Economies 33(1), 3-17. Publication >>
- Kerosuo, H., Miettinen, R., Paavola, S., Mäki, T. & Korpela, J. 2015. Challenges of the expansive use of Building Information Modeling in construction projects. Production 25(2), 289-297.Publication >>
- Miettinen, R., Tuunainen, J. & E. Esko (2015). Epistemological, Artefactual and Interactional–Institutional Foundations of Social Impact of Academic Research. Minerva 53(3), 257-277 Publication >>
- Sannino, A. (2015). The principle of double stimulation: A path to volitional action. Learning, Culture, and Social Interaction, 6, 1-15. Publication >>
- Sannino, A. (2015). Double stimulation in the waiting experiment with collectives. Integrative Psychological and Behavioral Science. DOI: 10.1007/s12124-015-9324-4 Publication >>
- Sannino, A. & Vainio, J. (2015). Gendered hegemony and its contradictions among Finnish university physicists. Gender and Education. DOI:10.1080/09540253.2015.1045455 Publication >>
- Kerosuo H., Miettinen, R., Paavola S., & Mäki T., (2015). Challenges of the expansive1 use of Building Information Modeling (BIM) in construction projects. Production Journal, vol.25, n.2, p.289-297, 2015 Publication >>
- Engeström Y., Kajamaa A., Lahtinen P. & Sannino A. (2015). Toward a Grammar of Collaboration, Mind, Culture, and Activity, 22:2, 92-111, DOI:10.1080/10749039.2015.1024326 Publication >>
- Schulz, K-P., Kajamaa, A. & Kerosuo, H. (2015). Creating innovative work practices through reflexive interventions. International Journal of Work Innovation 1 (2): 143 - 160. DOI: 10.1504/IJWI.2015.071193 Publication >>
- Seppänen, L. (2015). Review of 'Collaborative projects: an interdisciplinary study'. Book edited by Andy Blunden. Outlines - Critical Practice Studies, 16(1), 93-97. Publication >>
- Vänninen I., Pereira-Querol M., Engeström Y. (2015). Generating transformative agency among horticultural producers: An activity-theoretical approach to transforming Integrated Pest Management Original Research Article. Agricultural Systems, Volume 139, October 2015, Pages 38-49 Publication >>
- Kerosuo, H. (2015). BIM-based collaboration across organizational and disciplinary boundaries through knotworking. 8th Nordic Conference on Construction Economics and Organization. Procedia Economics and Finance, 21, 201-208.Publication >>
- Mäki, T. (2015) Multi-disciplinary discourse on design-related issues in construction site meetings. 8th Nordic Conference on Construction Economics and Organization. Procedia Economics and Finance, 21, 231-238. Publication >>
- Mäki, T. and Kerosuo, H. (2015) Site managers' daily work and the uses of building information modelling in construction site. Construction Management and Economics, published on line 5 May, 2015. Publication >>