Cover -- Half-title -- Title page -- Copyright information -- Table of contents -- Preface -- Part One Setting the stage -- 1 Introduction: Learning sciences at the threshold of expansion -- Historical perspective on the learning sciences -- Horizon of contradictions -- Dimensions of expansion -- Contours of the zone of proximal development -- Structure of the book -- 2 Whatever happened to process theories of learning? -- Three post-behaviorist process theories of learning -- Activity-theoretical approaches to learning: process theory revitalized -- Sequence of events or actions -- Rationale of the sequence -- Mechanism of transition -- Universality vs. plurality of learning -- Relationship between learning and instruction -- Conclusion: uses and limits of process theories of learning -- 3 Studies of expansive learning: Foundations, findings and future challenges -- Societal and historical demand for a new kind of learning -- Theoretical roots of the concept of expansive learning -- Central tenets of the theory of expansive learning -- Expansive learning as transformation of the object -- Expansive learning as movement in the zone of proximal development -- Expansive learning as cycles of learning actions -- Expansive learning as boundary crossing and network building -- Expansive learning as distributed and discontinuous movement -- Formative interventions -- Critiques of expansive learning -- Future challenges -- Part Two Elaborations and applications -- 4 Enriching the theory of expansive learning: Lessons from journeys toward co-configuration1 -- Case 1: The bank -- Case 2: The health center -- Case 3: The hi-tech company -- Enriching the working hypothesis: instrumentalities of learning and work -- Revising the working hypothesis: experiencing as a bridge -- Conclusion.

5 From learning environments and implementation to activity systems and expansive learning -- Learning environment as a wishful ideological abstraction -- Learning environment as a static and hierarchical abstraction -- The dilemma of authenticity -- Circular design of learning environment studies -- Activity system as alternative -- From implementation to expansive learning -- Bringing in computers: expansive learning in the Jakomäki middle school -- Conclusion -- 6 Process enhancement versus community building: Transcending the dichotomy through expansive learning -- Process efficiency, community building and their opposition -- Activity theory as a resource -- Context and data of the case study -- The process efficiency intervention -- The community building intervention -- Long-term consequences of the new model -- Transcending the process-community dichotomy -- 7 Expansive learning in a library: Actions, cycles and deviations from instructional intentions -- Expansive learning as research challenge -- The setting and the intervention -- Data and method -- Expansive learning actions -- Cyclicity in the learning process -- Deviations from instructional intentions -- Conclusion -- Appendix 1. Expansive learning actions in Change Laboratory sessions -- 8 Beyond discontinuity: Expansive organizational learning remembered -- Continuity and discontinuity -- Organizational change and expansive learning -- Fieldwork and data -- Steps in the analysis -- Central findings -- Case 1 -- Case 2 -- Organizational learning process in the two cases -- Conclusion -- Part Three Future perspectives -- 9 Wildfire activities: New patterns of mobility and learning -- Reconceptualizing mobility -- The meaning and importance of wildfire activities -- Communities as mycorrhizae -- Cognitive trails and encounters -- New potentials for learning.

10 From design experiments to formative interventions -- Design experiments - design research -- Lessons from sociological intervention research -- Vygotsky's method of double stimulation -- Toward an argumentative grammar -- The Change Laboratory -- Recapturing the object in a hospital surgery unit -- (1) Starting point: Loss of the object -- (2) Process: Alternative organization as second stimulus -- (3) Outcome: New concept of responsibility? -- The layered character of formative intervention -- Back to the grammar -- Notes -- Chapter 2 -- Chapter 3 -- Chapter 4 -- Chapter 6 -- Chapter 7 -- Chapter 8 -- Chapter 10 -- References -- Index.

Yrjö Engeström's exciting approach sees expansive learning as the central mechanism of transformation in societal practices and institutions. For researchers and practitioners in education, he provides a conceptual and practical toolkit for creating and analyzing expansive learning processes with the help of interventions in workplaces, schools and communities.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2025. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.

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