Concept Formation in the Wild

Concept formation is predominantly analyzed in classrooms and laboratory experiments, meaning the collective formation of culturally novel concepts in practical activities 'in the wild' has largely been neglected. However, understanding and influencing the complexity and contradictions of the present world demands powerful concepts that can make a difference in practice. Going beyond the understanding of concepts as individually acquired static labels, this book develops a dialectical theory of collective formation of novel concepts in the wild, in everyday activities. Drawing on cultural-historical activity theory (CHAT), concepts are seen as contested and future-oriented means for guiding activities and their transformations. Detailed real-life examples of germ-cell concepts show how they can radically influence the course of development in different activities. Helping to identify and foster the formation of potentially powerful concepts in fields of practice, it is essential reading for researchers, advanced students and practitioners across human and social sciences. This title is also available as open access on Cambridge Core.

Table of Contents:
Preface; 1. Introduction: locating concept formation in the wild; 2. Theorizing concept formation in the wild: first lesson; 3. Theorizing concept formation in the wild: cultural-historical activity theory; 4. Functional concepts in organized productive activities; 5. Embodied germ cell at work: building an expansive concept of physical mobility in home care; 6. Double stimulation and concept formation in everyday work: critical encounters between home care workers and their elderley clients; 7. Collective concept formation as creation at work; 8. Concept formation over the long haul: from housing first to housing first 2.0; 9. The consequences of concept formation in the wild.

About the Author :
Yrjö Engeström is Professor Emeritus of Education at University of Helsinki and Professor Emeritus of Communication at University of California, San Diego. He is Director of the Center for Research on Activity, Development and Learning (CRADLE) in Helsinki, and visiting profesor at Rhodes University, South Africa, and University West, Sweden. Engeström applies and develops cultural-historical activity theory and the theory of expansive learning in studies of transformations in education, work, and communities. He is known for the methodology of formative interventions and the Change Laboratory. His recent books include Learning by Expanding (2nd Edition, 2015), Studies in Expansive Learning (2016), and Expertise in Transition (2018), all published by Cambridge University Press. Engeström received an honorary doctorate from University of Oslo in 2005 and from University of Ioannina, Greece in 2018. In 2021 he received a lifetime achievement award of the Cultural-Historical Research SIG of the American Educational Research Association.

Review :
'Drawing upon decades of experience and examples from his own practice, Yrjö Engeström provides a comprehensive guide which explains the principles that underpin his work. In an age of detachment and disruption, this work not only provides a powerful framework for scholars to engage but also one which focuses on providing conceptual tools which empower and support the development of agency.' David Allen, University of Leeds 'This book addresses collective concept formation at work and how they build new worlds of work. A memorable read that reflects the innate curiosity of its author and his long research experience.' Silvia Gherardi, University of Trento 'Engeström draws on his mastery of Cultural Historical Activity Theory and his decades of interventionist field research to articulate a novel theory of 'concepts in the wild', demonstrating their formation and development in a variety of consequential real-world settings.' Ed Hutchins, University of California, San Diego 'This book presents a unique perspective on the dynamics of concept formation by examining it in the problem-solving activities of everyday life, where people, individually and collectively, struggle to make sense of phenomena of practical importance. It adds detailed case studies and novel theoretical analyses, drawing from psychologists of the Russian 'cultural-historical' school of psychology to the literature on concept formation and conceptual change. Both make it required reading for philosophers, psychologists, and learning scientists.' Nancy Nersessian, Regents' Professor of Cognitive Science (Emerita), Georgia Institute of Technology