Article1998

The Concept of Breakdown in Heidegger, Leont'ev, and Dewey and Its Implications for Education

Timothy D. Koschmann · Kari Kuutti · Larry A. Hickman

142 citations0/0 files storedMind Culture and Activity

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Psychology of Development and Education Phenomenology and Existential Philosophy Innovative Education and Learning Practices

Abstract

Heidegger, Leont'ev, and Dewey held surprisingly similar views on the role of breakdown or failure as a means of revealing the nature of the world around us. For Heidegger, the resources by which we conduct our day-to-day activities do not usually require our conscious awareness. If our ongoing activity is blocked, however, this "transparency of equipment" is dispelled, forcing a more deliberate mode of action. Leont'ev's development of breakdown hinges on the analytic distinction he made among Activities, Actions, and Operations. When the necessary conditions for an Operation are absent, the chain of Operations becomes transformed ("unfolded") back into a sequence of independent Actions. Dewey's notion of breakdown is related to his views on sensory excitation, stimulus and response, and the habit-formation function in the lives of complex organisms. Implications of these three models for learning and instruction are developed.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 142 citations exist upstream.

References

1927Being and Time 1990Plans and Situated Actions: The Problem of Human-Machine Communication 2014Learning by Expanding 2024The Problem of Activity in Psychology 1993Being-in-the-World: A Commentary on Heidegger's Being and Time.1974The Problem of Activity in Psychology 1990John Dewey's Pragmatic Technology 1994Activity Theory: Implications for Human Computer Interaction

Cited by

2000Measurement in action: an activity-theoretical perspective on producer–user interaction 2008Embodied design: constructing means for constructing meaning 2016Making sense of movement in embodied design for mathematics learning 2015Eye-Tracking Piaget: Capturing the Emergence of Attentional Anchors in the Coordination of Proportional Motor Action 2001Courses as Seeds: Expectations and Realities 2011Dewey’s neglected psychology: Rediscovering his transactional approach

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.