Toward an Anthropology of Graphing: Semiotic and Activity-Theoretic Perspectives

Toward an Anthropology of Graphing : Semiotic and Activity-Theoretic Perspectives
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Contents:

  • REVIEW: Interpreting the Practices of Graphing: A Review of Toward an Anthropology of Graphing
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    • Here you can find all Crossref-listed publications in which this article is cited. User Account Log in Register Help. Search Close Advanced Search Help. My Content 1 Recently viewed 1 A dialectical material Show Summary Details.

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    Power To Act, Agency

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    REVIEW: Interpreting the Practices of Graphing: A Review of Toward an Anthropology of Graphing

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    Volume 56 Issue Jan , pp. Volume 48 Issue Jan , pp. Human actions are the fundamental phenomena that all theories of knowing, learning, and development aspire to explain. However, most theories do not explain concrete individual actions, but provide probabilistic estimates for central tendencies. Most theories also consider actions as expressions and causal consequences of underlying, hidden social or psychological phenomena.

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    Because of this orientation, the theory has been in favor with researchers interested in assisting companies and schools in redesigning and changing their everyday work environment. The theory presupposes that structural aspects of a setting mediate activity and that these structures can be understood only by considering their cultural and historical context. A more descriptive name frequently used for the theory is therefore cultural historical activity theory or CHAT. Social activities e. The nature of an activity such as fish hatching can never be understood by studying it in the abstract, that is, by analyzing the idea of fish hatching; it requires instead the study of the concrete material details of fish hatching as a synchronically and diachronically situated system.

    Cultural historical activity theory has arisen in response to idealism, which splits concrete human activity from abstract thinking. Grounding their work in the dialectical materialist approach of Karl Marx and Friedrich Engels, Soviet psychologists such as Lev Vygotsky worked to establish a theory that could simultaneously account for knowledge as the result of concrete human actions and of sociocultural mediation; this is now known as first-generation activity theory.

    Third-generation activity theory is concerned with understanding and modeling networks of activity systems.

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    Fundamental to CHAT is the human ability to act or agency. Individual knowledge can be thought of in terms of the action possibilities room to maneuver individuals have in concrete situations; an increase in action possibilities constitutes learning and development. Culture and cultural knowledge can then be theorized as the generalized action possibilities, which exist at the collective level—any action, even the most atrocious war crimes, are then concrete realizations of possibilities for which the culture as a whole is responsible.

    Importantly, existing culture is reproduced and new culture produced in the concrete actions of individuals. These actions always arise from the dialectic relation of the social and material i.

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    Agency and structure are dialectically related; they presuppose one another. Structure exists both as social and material resources and as schemas.

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    So for me to say "Matthew 'is'" becomes very difficult because if it's anything, it's a process. Second, graphs used in the hatchery and their corresponding verbal descriptions by a fish culturist express the same ideas but do so in very different ways material, form. For example, one of the fish culturists had a bimodal distribution of fish weight and a mono-modal distribution of lengths. Figure 6. Motivation and emotion are tied to the motive of activity. The provisional, always unfinished nature of practice means that learners play an active role in shaping them.

    The resources and schemas are dialectically related: schemas develop as the newborn individual engages with the world, but the perception of the world requires schemas. New schemas are therefore coextensive with new life world elements available to the individual consciousness. Because of this dialectical relationship, individual development is both highly idiosyncratic, leading to differences in the schema developed, but also highly constrained, given that all individuals interact with the same material structures and cultural practices.

    Agency also means that the human subjects of an activity system are not mere responders to fixed external conditions; they are endowed with the power to act and thereby change their conditions. Thus, to take a concrete example, fish culturists and hatchery managers are not merely cultural dopes reacting to external conditions or blindly following rules. Rather, hatchery workers actively contribute to reproducing fish hatching as concrete activity, and they produce fish hatching in new ways and therefore contribute to individual and collective learning and development.

    However, agency and therefore control over the context are not unlimited. Objectively experienced structures in the hatchery and higher organizational levels constrain what any hatchery employee can do. There are always social and material constraints on actions. CHAT articulates human learning and development in terms of the expanding control over the conditions. In CHAT, actions play a special role because this is what human individuals bring about and what researchers observe.