The Proliferation of Action Theories and Their Applications Jaan
Valsiner and Louis Oppenheimer Our contemporary psychology becomes
satiated by references to "action" and "activity. " Over the recent
decade numerous theoretical perspectives have appeared. all of
which operate with the notion of "action" (Ajzen. 1985;
Eckensberger & Silbereisen. 1980; Keller & Reuss. 1984;
Lantermann. 1980). each of which define it (see Oppenheimer.
Chapter 1 of this volume). Likewise. the empirical literature in
child psychology is filled with "action-theoretic"
notions--facilitated by the ease of seeing children acting within
their environments at a pace that surpasses that of even the most
hyperactive adult! Of course. the empirical discourse in
contemporary psychology is highly limited by its empiricistic
emphasis. which dissociates empirical work from theoretically
elaborate reasoning. At times. one can find in the literature an
"anything goes" attitude--as long as the "umbrella" (theoretical)
notion under which the given empirical study looks consensually
respectable. the theoretical needs of "research" are satisfied. and
psychologists can continue to accumulate "data" in their pursuit of
"normal science. " The latter attitude to theory. of course, is but
a convenient illusion. For any serious hope for progress in any
discipline, the conceptual sphere must be explicitly developed
further together with the empirical efforts. This sentiment led us
to organize a symposium at the conference of the Society for
Research in Child Development (SRCD) in Baltimore, Maryland, in
1987. The presentations at that symposium gave us the idea of
editing a book on the origins of action.
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