I'm reading Engeström's 1987 book on expansive learning*. I had been putting off reading this book because at first glance it appeared too complex. But this is the time now because Engeström has invited me to attend his course on expansive learning starting next Monday. What a fantastic opportunity!
And actually, having read the first few pages, the book is not at all as complex as I thought. I think I was under time pressure the first time I looked at it.
What I find hard to follow are some of Engeström's interpretations of the work of others. He often includes a quotation only to destroy its underlying argument in a couple of short sentences. I look back at the quotation and I can't see what he's interpreting. Of course he's operating on a whole different level, but I might also be limited by not knowing enough about the wider picture (conceptual, ideological, historical) and not having read the books he refers to.
One thing strikes me though. So far he's only saying that learning should be expansive, creative, not defensive or repetitive. This makes sense. He's also saying that the individual doesn't exist in isolation, and neither does his/her learning. This seems to me to be a simple fact. But I know it's not. I can accept this because of all the reading I've done up to now, especially the works of Vygotsky and Leontiev.
Anyway, back to work.
PS Fascinated at how a single Helsinki City Council employee managed to single-handedly create a little ice rink since before dawn for the delight of a two-year-old boy on ice skates and her mum.
Picture: Boy on ice rink.
* Engeström, Y. (1987) Learning by expanding: An activity-theoretical approach to developmental research. Helsinki: Orienta-Konsultit.
