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7 results on '"mutual appropriation"'

1. Cognição distribuída e curso de ação

Author

Jacques Theureau

Subjects
distributed cognition, course of action, cognitive ethnography, cultural practice, mutual appropriation, Public aspects of medicine, RA1-1270, Labor. Work. Working class, HD4801-8943
Abstract

The ‘distributed cognition’ research program, initiated by Edwin Hutchins, has contributed to the development of the ‘course of action’ research program from 1987 until now. Edwin Hutchins has recently recognized the proximity between his last researches, developed in terms of embodied and distributed cognition, and the enaction paradigm, followed by this ‘course of action’ research program. The question of the definition of an "augmented ‘course of action’ research program" is now raised. Such "program" should, in relation with this enaction paradigm, deepen and synthetize the past contributions of the ‘distributed cognition’ research program to the ‘course of action’ research program and add new contributions from it. Such deepening, synthesis, and renewal of the contributions to the ‘course of action’ research program are made easy by the mutual contribution and addition of different theoretical and methodological results obtained by the two research programs. We will present here our personal answer to this question.

Published
2020
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2. Cognição distribuída e curso de ação.

Author

Theureau, Jacques

Abstract

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Published
2020
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3. Distributed cognition and "Course of action".

Author

Theureau, Jacques

Subjects
*DISTRIBUTED cognition, *SOCIAL processes, *RESEARCH, *COGNITION
Abstract

The 'distributed cognition' research program, initiated by Edwin Hutchins, has contributed to the development of the 'course of action' research program from 1987 to the present day. Edwin Hutchins having recently recognized the close relationship between his latest research, developed in terms of embodied and distributed cognition, and that on the enaction paradigm, of which this 'course of action' research program is a part, the question now arises of the definition of an "augmented 'course of action' research program". In relation to this enaction paradigm, such a program should go into greater depth and provide a new synthesis of the 'distributed cognition' research program's past contributions to the 'course of action' research program and integrate its new contributions. This in-depth analysis, synthesis and renewal of the contributions to the 'course of action' research program are facilitated by the mutual contribution and addition of different theoretical and methodological results obtained by the two research programs over recent decades. In this paper we will present our personal view of the answer to this question. [ABSTRACT FROM AUTHOR]

Published
2020
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4. Cognition distribuée et Cours d'action.

Author

Theureau, Jacques

Abstract

The 'distributed cognition' research program, initiated by Edwin Hutchins, has contributed to the development of the 'course of action' research program from 1987 to the present day. Edwin Hutchins having recently recognized the close relationship between his latest research, developed in terms of embodied and distributed cognition, and his research on the enaction paradigm, of which this 'course of action' research program is a part, the question now arises of the definition of an "augmented 'course of action' research program". In relation to this enaction paradigm, such a program should go into greater depth and provide a new synthesis of the 'distributed cognition' research program's past contributions to the 'course of action' research program and integrate its new contributions. This in-depth analysis, synthesis and renewal of the contributions to the 'course of action' research program are facilitated by the mutual contribution and addition of different theoretical and methodological results obtained by the two research programs over recent decades. In this paper we will present our personal view of the answer to this question. [ABSTRACT FROM AUTHOR]

Published
2020
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5. Cognition distribuée et Cours d’action

Author

Jacques Theureau

Subjects
Research program, distributed cognition, cognition distribuée, pratique culturelle, Social Sciences, cours d’action, course of action, enaction, 050105 experimental psychology, Socially distributed cognition, Course of action, 03 medical and health sciences, 0302 clinical medicine, ethnographie cognitive, Psychology, 0501 psychology and cognitive sciences, Sociology, énaction, Relation (history of concept), General Environmental Science, Cognitive science, cognitive ethnography, programme de recherche, 05 social sciences, pre-reflective consciousness, General Engineering, 030229 sport sciences, BF1-990, appropriation mutuelle, conscience préréflexive, Close relationship, Embodied cognition, research program, mutual appropriation, General Earth and Planetary Sciences, programme de recherche « cours d’action » augmenté, augmented course of action research program, Humanities
Abstract

The ‘distributed cognition’ research program, initiated by Edwin Hutchins, has contributed to the development of the ‘course of action’ research program from 1987 to the present day. Edwin Hutchins having recently recognized the close relationship between his latest research, developed in terms of embodied and distributed cognition, and that on the enaction paradigm, of which this ‘course of action’ research program is a part, the question now arises of the definition of an “augmented ‘course of action’ research program”. In relation to this enaction paradigm, such a program should go into greater depth and provide a new synthesis of the ‘distributed cognition’ research program’s past contributions to the ‘course of action’ research program and integrate its new contributions. This in-depth analysis, synthesis and renewal of the contributions to the ‘course of action’ research program are facilitated by the mutual contribution and addition of different theoretical and methodological results obtained by the two research programs over recent decades. In this paper we will present our personal view of the answer to this question. Le programme de recherche « cognition distribuée », initié par Edwin Hutchins, a contribué au développement du programme de recherche « cours d’action » de 1987 à nos jours. Edwin Hutchins ayant reconnu récemment la proximité de ses dernières recherches, menées en termes de cognition incarnée et distribuée, avec celles qui sont commandées par le paradigme de l’énaction, dont font partie les recherches menées dans le cadre de ce programme de recherche « cours d’action », la question se pose aujourd’hui de la définition d’un « programme de recherche “cours d’action” augmenté », qui, en relation avec ce paradigme de l’énaction, d’une part, approfondisse et systématise les apports antérieurs de ce programme de recherche « cognition distribuée » au programme de recherche « cours d’action », d’autre part, intègre de nouveaux apports de celui-ci. Une telle systématisation, un tel dépassement et un tel renouvellement des apports au programme de recherche « cours d’action » peuvent s’appuyer sur la mutualisation et le cumul de divers progrès théoriques et méthodologiques obtenus par les deux programmes de recherche. Nous allons voir ici quelle réponse nous pouvons apporter personnellement à cette question.

Published
2020

6. A cultural-historical approach to university/community collaborative interventions

Author

Downing-Wilson, D., Lecusay, Robert, Rosero, I., Cole, M., Downing-Wilson, D., Lecusay, Robert, Rosero, I., and Cole, M.

Abstract

In this paper we explore approaches to intervention research viewed from a broadly conceived culturalpsychological perspective. Although scholars who adopt this perspective share a belief in the centrality of culture in human development, they may differ in how they conceive of culture and how it enters into and participates in human thought and action. We examine two cultural-psychological strategies for developing and sustaining innovative educational environments: design experimentation and mutual appropriation. Design experimentation is an approach in which researchers and practitioners collaborate to simultaneously engineer innovative learning environments and understand salient aspects of human cognition and learning. They do so by developing and implementing, in a specific educational setting, a version of a learning design and iteratively revising this design in light of results from each implementation. Mutual appropriation refers to interventions in which the nature of the intervention is not prespecified, but negotiated among participants over time. We examine these approaches by introducing two examples of university-community research and educational collaborations. The first collaboration, The Beach Boys & Girls Club, is an example of an intervention based on the principles of design experimentation, while the second, the Town and Country Learning Center, illustrates the mutual appropriation approach. Through this comparative examination of the two intervention perspectives, we endeavor to show that a mutual appropriation approach can help the field create interventions that are themselves developmental in their fundamental methodology. © 2012 by Oxford University Press, Inc. All rights reserved.

Published
2012
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7. Design experimentation and mutual appropriation : Two strategies for university/community collaborative after-school interventions

Author

Downing-Wilson, Deborah, Lecusay, Robert, Cole, Michael, Downing-Wilson, Deborah, Lecusay, Robert, and Cole, Michael

Abstract

This paper explores a contrast between two strategies of intervention research. The first strategy, referred to as design experimentation, came to prominence through the writing of Ann Brown and Allan Collins. Design experiments were described as attempts to engineer innovative learning environments and simultaneously understand salient aspects of human cognition and learning. The core of the method is to place a version of a learning design into the world and iteratively revise the design in light of results from each implementation. The second strategy is referred to as mutual appropriation, a term used by Newman, Griffin, and Cole to describe teaching/learning processes in classrooms, but subsequently introduced into the intervention literature by Brown and Campione to describe an intervention process in which the nature of the intervention is not pre-specified, but negotiated among participants over time. We endeavor to show that a mutual appropriation approach can help the field create interventions which are themselves developmental in their fundamental methodology.

Published
2011
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