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3. The process of a person working towards an object by using an artifact results in an result. It helps us discover the personas we are. The result could be identical or different from the object, or sometimes, it could be unintentional or even undesirable. History isn’t just a list of famous names and historical events which are woven into a tale that is set during the distant past. Second Generation Activity Theory. The story of history is that of the past, and everyone who is part of it. Leont’ev widened Vygotsky’s model for activity theory to include the socially-mediated nature of the activity as well as the roles played by others involved in the process into consideration.
Each person had a part in shaping the story of the past that we have as of today. Leont’ev suggested that the activities are influenced by the distribution of work between people. Every person has a role to play in shaping the narrative of history every day. In contrast, Vygotsky identified activity as an the act of a person that is mediated by signs and tools of culture (Engestrom and Miettinen, 1999′ McAvinia, 2016), To comprehend our role in the society, our society, and within our own families it is important to understand that the world we live in is the result of the past and the past serves as the context for all that we do as a person. Leont’ev expanded this definition to examine how this activity relates to an individual’s position in the larger group. Knowing your place in the history of our time provides context for your life, your society and the world around you now.
This is why the Leontyev version of the theory of activity had many distinct nodes: the individual mediating artifact, community, object rules, and distribution of work. It helps you gain a sense of your personal identity. In addition, Leont’ev considered the unconscious or automatic aspects of the task and theorized that activities are made up of operations and actions.
4. The Leontiev’s activity theory is comprised of an activity that is driven by an object-related motivation, activities that have a goal, and help to improve the overall activity and then finally, operations that are automated and controlled by the circumstances in which the activity is performed (McAvinia 2016). History is the foundation of the foundation for citizenship. While Leontiev’s theory of activity was first came into existence in the 1920s, a lot of the work done by his Soviet School of Activity Theory was not known outside of the Soviet Union until it was adopted and popularized in the 1970s. What makes us good citizens? because we are aware of a shared history and a common identity and we are able to share this experience by sharing our knowledge of our own history. Engestrom and Miettinen (1999) who traced the evolution of Activity Theory following the Second World War They claim that it was utilized in the field of child psychology and research of the development of language as and in the study of instruction. Knowing how we came to exist as a society informs how we perceive our collective identity to this day and this is done by understanding our history. Since the 1980s activity theory has begun to affect spheres that are not related as human-computer interaction, education and the discussion of learning in a context (McAvinia 2016,).
Understanding how our history came into existence and what defines us through the years gives us the motivation to work towards more positive society in the future. Third Generation Activity Theory. This is the reason why American History is taught to students in the classroom to explain what makes us American and how we came to be American, and what is the definition of being an American today. writing The 1980s witnessed a diagrammatic representation of the theory of activity developed by Yrjo Engestrom. 5. In the 1980s, Engestrom and his colleagues were conducting extensive research on theories of activity at University of Helsinki. Historical records provide us with insight into current issues.
Engestrom’s representation of activity in visual theory is based on Vygotsky’s earlier model, and the modifications made by Leont’ev. If you don’t know the source of the issue it is impossible to have a chance of finding a solution. The model is based on the notion that an individual is the subject. This is the way that history works in identifying the forces driving society and government, as well as individuals, of changes, and connects these aspects of the past to the current issues of the present.
They pursue an object by using mediating artifacts that can be referred to as instruments or tools. International crises aren’t something we can tackle without having one of the most fundamental tools we have in our arsenal: knowing the causes of the crisis and the factors that cause their course. The process could also be controlled by a group, the guidelines of that community (such as conventions, laws or unspoken rules) as well as the division of labor that defines how the people in the community are involved in the task. Conflicts cannot be resolved without knowing the historical origins of the issue.
The idea behind the activity is not fixed and constantly changes which means that what at first appears to be an object could quickly transform into an outcome, and then into a tool or, in the future, an actual rule (CRADLE 2011, and McAvinia 2016). If we wish to stand any chance of solving the most pressing problems of our times, we must to get to the heart of the issue and learn about the past. If the goal of the bet is not being offered or can’t be achieved the conflict or break occurs in the system. 6. If a contradiction occurs it is a separate issue from the result. History aids in developing reading and writing abilities. These contradictions could be a reason for why the result isn’t the one that was expected or wanted (McAvinia 2016,). Many ways the study of history is as effective as an English course in enhancing writing and reading abilities because it utilizes various of the same techniques in addition to adding many other components.
Goal-directed, multivoiced, historically and evolving over time and subject to contradictions that can be the cause of growth and change; also susceptible to the possibility of the so-called "expansive change." History is a subject that requires the reading of various sources – whether documents, letters, or even novels – uncovering themes and patterns along with motifs and other details and understanding what these details reveal concerning the historical past. Expansion, as previously mentioned is a key part of Engstrom’s work (McAvinia 2016). Similar to the job of an English pupil, yet even more so, the study of history is a reflection of social and political changes which inform our modern times. According to Engstrom the concept of activity is an expansive process that is vital to learning, but is not always restricted to a specific setting like an educational institution.
Writing is the vehicle to share the fascinating discoveries and insightful observations of a student of history and it teaches us to learn to write clearly and thoroughly.
