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Activity theory is an interdisciplinary approach to human sciences that originates in the cultural-historical psychology school of thought, intitiated by Vygotsky, Leont'ev and Luria. Activity theory takes the object-oriented, artifact-mediated collective activity system as its unit of analysis, thus bridging the gulf between the individual subject and the societal structure. This volume is the first comprehensive presentation of contemporary work in activity theory, with twenty-six original chapters by authors from ten countries. The first part of the book discusses central theoretical issues, and the second part is devoted to the acquisition and development of language. Part Three contains chapters on play, learning, and education, and Part Four addresses the meaning of new technology and the development of work activities. The final section covers issues of therapy and addiction.
Activity theory is an interdisciplinary approach to human sciences that originates in the cultural-historical psychology school of thought, intitiated by Vygotsky, Leont'ev and Luria. Activity theory takes the object-oriented, artifact-mediated collective activity system as its unit of analysis, thus bridging the gulf between the individual subject and the societal structure. This volume is the first comprehensive presentation of contemporary work in activity theory, with twenty-six original chapters by authors from ten countries. The first part of the book discusses central theoretical issues, and the second part is devoted to the acquisition and development of language. Part Three contains chapters on play, learning, and education, and Part Four addresses the meaning of new technology and the development of work activities. The final section covers issues of therapy and addiction.
All governments strive to develop and implement policies that
contribute to innovation. Both in academic research and policy
circles, the concept of National Innovation Systems has represented
a significant approach to industrial policy, research and
development, and innovation. This book will review the development
and implementation of this approach, and its strengths and weakness
by considering the experience of Finland, widely regarded as a
model of the information society, high-quality equal education, and
systemic innovation policy amongst the Nordic welfare states, which
themselves have increasingly topped the lists in national
competitiveness. The first part of the book analyzes the
foundations, emergence, and development of the National Innovation
System approach and its adoption in Finnish science and technology
policy throughout the 1990s and 2000s. In the second part of the
book an alternative viewpoint to innovation and welfare policy is
outlined, based on the idea of capability cultivating institutions
as a key foundation, both for national welfare and competitiveness.
The development of the Finnish comprehensive school and its special
education system is studied in order to clarify the nature of
institutional change and learning, and the conditions of governing
and developing the enabling services. The concept of an enabling
welfare state is developed to answer the challenges of the Nordic
model of welfare in a globalizing knowledge-driven economy.
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