Situated action in the development of activity

Pascal Béguin · Yves Clot

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Innovative Education and Learning Practices Psychology of Development and Education Embodied and Extended Cognition

Abstract

After briefly attempting to describe situated action and distributed cognition, we examine their contributions from the point of view of activity theories and more specifically based on the relations between the functioning and development of activity. We argue that situated action identifies a limit in cognitive psychology in seeking to bring the subject back into the situation and in reintegrating him/her socially. However, in situating the organization of action outside the subject, it is finally the characteristics of the situation that explain activity. This epistemological pendulum, already discussed by H. Wallon, does not allow an understanding of the development of activity, nor the relation between what is given in the work situation and what the actors create in the situation.

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References

1956The Presentation of Self in Everyday Life.2015Mind, Self, and Society 1990Plans and Situated Actions: The Problem of Human-Machine Communication 1988Cognition in Practice 1999Perspectives on Activity Theory 1999Activity theory and individual and social transformation 1997Distributed cognitions : psychological and educational considerations 1991Situating learning in communities of practice.

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