Reijo Miettinen

The Concept of Experiential Learning and John Dewey's Theory of Reflective Thought and Action.

The conception of experiential learning is an established approach in the tradition of adult education theory. David Kolbs four-stage model of experiential learning is a fundamental presentation of the approach. In his work Experiential Learning, Kolb states that John Dewey, Kurt Lewin and Jean Piaget are the founders of the approach. The article discusses Kolbs eclectic method of constructing his model of experiential learning. It studies how Kolb introduces and uses the Lewinian tradition of action research and the work of John Dewey to substantiate his model. It is concluded that Kolb generalizes a historically very specific and unilateral mode of experience- feedback session in T-group training- into a general model of learning. Kolbs interpretation of John Deweys ideas is compared to Deweys concepts of reflective thought and action. It is concluded that Kolb gives an inadequate interpretation of Deweys thought and that the very concept of immediate, concrete experience proposed by the experiential learning approach is epistemologically problematic. The theory historical approach of the article discusses both substantial questions related to experiential learning and the way concepts are appropriated, developed and used within adult education theory.

The riddle of things: Activity theory and actor‐network theory as approaches to studying innovations

This article compares cultural‐historical activity theory (AT) and actor‐network theory (ANT) as approaches to studying technical innovations. The concept of nature and society production in the ANT and the concept of activity in the AT have much in common as attempts to transcend the dualism between subject and object, nature and society. The symmetrical (ANT) and the dialectical (AT) interpretations of the concept of mediation are compared. It is suggested that the historically developed, artifact‐mediated structure of human activity is instrumental in studying interaction and coevolution of social and material entities. Three limitations of the concept of generalized symmetry, or symmetrical mediation, become evident when the concept is used in empirical studies of innovation: First, it does not supply any criteria for defining the nature and scope of actors in a heterogeneous network. Second, it leads to an asymmetrical, Machiavellian analysis of innovation in which the contribution of designers, user...

The Sources of Novelty: A Cultural and Systemic View of Distributed Creativity

This article discusses the limitations of the first generation of creativity-management technologies based on the psychological theories of intelligence and problem solving. The turn into a cultural and systemic conceptions in the psychology of creativity is analysed. It is argued that this psychology converges with the ideas developed in the sociology of knowledge, the history of technological systems, and activity theory as well as in innovation studies. All of them underline the significance of artefact-mediated communities, domains or practices. They agree on the importance of combining heterogeneous cultural resources and knowledge by horizontal networking across the boundaries of knowledge and activity domains. The internet-mediated new communities are discussed as emerging forms of distributed creation. A challenge for the management of creativity is to study and learn from the emerging problems, means and patterns of conduct of these communities.

Articulating User Needs in Collaborative Design: Towards an Activity-Theoretical Approach

This paper analyses the collaborative design ofa high-technology product, a neuromagnetometerused in the analysis of the activity of thehuman cortex. The producer, Neuromag Company istrying to transform the device from a basicresearch instrument into a means of clinicalpractice. This transition is analyzed as asimultaneous evolution of the product,producer-user network and user activities. Thenetwork is analyzed as a network of activitysystems. Each activity has a historicallyformed object and a motive of its own, as wellas a system of cultural means and expertise. Weuse these to explain and understand theinterests and points of view of the actors inrelation to the product and the contradictionsof the producer-user network. It is suggestedthat the emerging user needs of collectiveactors must be analyzed at three levels. At thefirst level, the use value of the product, itscapacity of solving the vital problems andchallenges of developing user activities, ischaracterized. The second-level analysisconcerns the creation and development of thenecessary complementary tools and services thatmake the implementation and use of the productpossible. This task presupposes collaborationbetween several communities of the innovationnetwork. The third level is the situatedpractical use of the product. In ourexperience, it is advantageous that researcherscontribute with their data to a dialogue inwhich the user needs are articulated.

Artifact Mediation in Dewey and in Cultural-Historical Activity Theory

Garrison (this issue) raised a most interesting issue in his article, the relationship between two theories of activity: cultural–historical activity theory and John Dewey’s theory of activity. Historically, two theoretical schools have developed parallel ideas about the methodological significance of the concept of activity independently and almost simultaneously. According to Rucker (1969), the central concept in the Chicago philosophy is that of activity: “The Chicago pragmatists saw both science and values arising from human action, and they proceeded to derive an entire philosophy from the analysis of action” (p. IV). Without a doubt, John Dewey presented, in his extensive scientific work, the most elaborate version of the pragmatist conception of activity. Garrison (this issue) made interesting methodological points about the common features and differences of the two theories. As a philosopher and Dewey scholar, he presented a well-informed interpretation of Dewey’s theory. The comments on cultural–historical activity theory were based on a more narrow reading. They were condensed in a one-page characterization of some commonalities between pragmatism and activity theory, based on the introduction to the volumePerspectives on Activity Theory (Engeström & Miettinen, 1999) and on one text each from Leont’ev (1981), Vygotsky (1978), and Zinchenko (1985). Garrison did not refer to philosophical work connected to activity theory (e.g., Ilyenkov, 1977; Lektorsky, 1980). The author made, on the basis of a few statements by Vygotsky and Leont’ev presented in the context of psychological discourse, far-reaching philosophical conclusions. According to them, activity theory remains a captive of dualism and presentative realism. I cannot help but disagree. Activity theory is just as committed to anti-Cartesian monism as is Dewey’s conception. Moreover, I believe that activity theory can supply useful conceptual tools for transcending the dualism of the internal and the external and for an articulation of what Dewey MIND, CULTURE, AND ACTIVITY, 8(4), 297–308 Copyright

Standardisation in the construction of a large technological system—the case of the Nordic mobile telephone system

Abstract In this paper, we analyse the standardisation and building of the Nordic mobile telephone system (NMT) as practical design work. The NMT was designed and constructed by four Nordic public telephone operators (PTTs) in the years 1969–1982. In Europe, the NMT was a significant phase in the development of mobile telecommunications both from the perspective of operators, manufacturers, and standard-setting processes. We analyse how the concept of the NMT and the system itself evolved, what kinds of critical problems were confronted, and how they were dealt within design work. We put a special emphasis on how division of labour developed among the PTTs, and how telecom manufacturers were involved in the design work. Finally, we discuss the effect of the NMT on the Nordic mobile telephone industry, and how unique the NMT system building was.

INTRODUCTION: "Perspectives on the Object of Activity"

This special issue presents a variety of contemporary perspectives on a key concept of activity theory, the object of activity. According to Leontiev (1978), the principle of object-orientedness (a.k.a. “object-relatedness”) is the cornerstone of the conceptual framework of activity theory. Accordingly, the concept of the object of activity has been regarded as one of the most fundamental notions of the approach as a whole. Currently, this concept is playing an increasingly important role in theoretical developments and practical applications of activity theory. Researchers and practitioners are rediscovering the concept as a powerful analytical tool that helps to reveal the fundamental aspects of social practice, and support structured, meaningful interpretations of empirical data. An example of the current wave of interest in the concept of the object of activity is a recent discussion on the XMCA mailing list (www.communication.ucsd.edu/MCA/Mail/ index.html), stimulated by an article by Kirsten Foot, entitled “Pursuing an Evolving Object: A Case Study of Object Formation and Identification” (Foot, 2002). The articles in this special issue are based on two symposia organized by the guest editors at the Second Nordic-Baltic Conference on Activity Theory and Cultural Research (Ronneby, Sweden; September, 2001) and the Fifth ISCRAT Congress (Amsterdam, The Netherlands; June, 2002). The articles in the issue represent a subset of revised papers submitted to the ISCRAT Congress. Most of the ideas described in this issue have come a long way from their initial presentation, thanks to the discussions between the contributors to this issue, as well as other participants in the symposia. Although contemporary attempts to employ the concept of the object of activity in concrete research have undoubtedly demonstrated its usefulness, it has also become clear that the concept needs to be developed further. In particular, the concept, as it was introduced by Leontiev (1978, 1959/1981), allows for both psychological and sociological interpretations. The relationship beMIND, CULTURE, AND ACTIVITY, 12(1), 1–3 Copyright

The challenges and potentials of utilizing building information modelling in facility management: the case of the Center for Properties and Facilities of the University of Helsinki

Despite the promise of using building information modelling (BIM) during the whole life cycle of a building, there are only few studies of the actual uses of BIM and other information systems in facility management. We contribute to the discussion by analysing the Center for Properties and Facilities of the University of Helsinki. We ask (1) what kind of information tools for facility management the maintenance personnel use; (2) how the design data was handed over in the University’s central library project; and (3) how designers and facility managers find the possibilities of integrating BIM models and maintenance information systems. In the library project, the data was handed over and archived for potential later use. The information for the maintenance manual, however, was collected separately by an outside consultant. The designers thought that models should be simplified to meet the needs of the maintenance. The representatives of the Center did not see that uses of BIM models would provide a significant added value in relation to the potential provided by the maintenance information systems already in use. They found as a possible next step the transfer of some information from BIM models to their facility management and maintenance systems. A partial, stepwise integration of the systems seems to be a realistic way forward.

Learning and Network Collaboration in Product Development: How Things Work for Human Use:

This article studies the learning and capability formation of a biotechnology firm by analysing its development path, which is composed of successive product development and innovation processes. In collaborative product development work, network collaboration, as well as the acquisition of new competences and learning, evolves simultaneously and interactively. Searching for and encountering partners with complementary knowledge and resources is important in the emergence of new product-development processes. To improve understanding of this path formation, the article draws on cultural—historical activity theory, science and technology studies and the epistemology of things and effects. These all underline the significance of material artefacts for learning and activity. The epistemology of things and effects addresses the knowledge of how things work in experimental systems and products. Enzymes, proteins and instruments are put to work in a stabilized way as parts of new products. The effects so mastered entail the functional qualities that make products competitive in the marketplace.

Reconceptualizing object construction: the dynamics of Building Information Modelling in construction design

The article discusses the concepts of object and object construction through studying the collaborative use of Building Information Modelling (BIM) in construction design. It suggests that a combined BIM model in design can be regarded as an ideal or special object, as suggested by Ilyenkov in his theory of the ideal. The concepts of intermediary object and artefact help in analysing the cycles of construction of such an object in design. BIM models as modifiable digital artefacts contribute to their capability of functioning as tools of individual design work and collaboration as well as means of objectifying the outcomes of design cycles into intermediary objects. We argue that the uses of combined BIM models give birth to a new modality of spatial thought, perception and collaborative problem solving in construction design.