Yrjö Engeström (1948-)
Yrjö Engeström Website
Slides of Herbert Spencer lecture given at Oxford University (2002)
Video interview at Lancaster University (2002)
2008 From Teams to Knots: Studies of Collaboration and Learning at Work (Learning in Doing: Social, Cognitive and Computational Perspectives) by Yrjö Engeström (Hardcover - April 14, 2008) / ENGESTROM, YRJO, 1948- / NEW YORK CAMBRIDGE UNIV PRESS 2008
Series Foreword (p. ix)
Preface (p. xi)
Teams and the Transformation of Work (p.1)
Disturbance Management and Masking in a Television Production Team (p. 22)
Teamwork between Adversaries: Coordination, Cooperation, and Communication in a Court Trial (p. 48)
Displacement and Innovation in Primary Care Medical Teams (p. 64)
Crossing Boundaries in Teacher Teams (p. 86)
Knowledge Creation in Industrial Work Teams (p. 118)
Teams, Infrastructures, and Social Capital (p. 169)
From Iron Cages to Webs on the Wind (p. 182)
Knotworking and Agency in Fluid Organizational Fields (p. 199)
References (p. 235)
Author Index (p. 253)
Subject Index (p. 258)
Table of Contents provided by Ingram. All Rights Reserved.
2005 Developmental work research : expanding activity theory in practice / Yrjö Engeström ; Georg Rückriem, ed. / Berlin
2005 Putting activity theory to work / contributions from developmental work research / Berlin
2003 Between school and work : new perspectives on transfer and boundary-crossing / edited by Terttu Tuomi-Gröhn, Yrjö Engeström. / Amsterdam ; Boston 25 cm . / English
From Transfer to Boundary-crossing Between School and Work as a Tool for Developing Vocational Education: An Introduction (p. 1)
Conceptualizing Transfer: From Standard Notions to Developmental Perspectives (p. 19)
Consequential Transitions: A Developmental View of Knowledge Propagation Through Social Organizations (p. 39)
Transfer and Transition in Vocational Education: Some Theoretical Considerations (p. 63)
Exploration of an Industrial Enterprise as a Method of Boundary-crossing in Vocational Education (p. 85)
Developing Competence During Practice Periods: the Learner's Perspective (p. 119)
Curriculum-embedded Mastery Learning as a Tool for Fostering Transfer (p. 137)
Boundary-crossing in the Context of Intercultural Learning (p. 157)
"Speaking from Experience" Boundary-crossing within a Pre-vocational Education Programme in
Developmental Transfer as a Goal of Internship in Practical Nursing (p. 199)
Promoting Developmental Transfer in Vocational Teacher Education (p. 233)
Learning in Working Life - From Theory to Practice (p. 257)
A Model for Analyzing Knowledge Content and Processes of Learning a Trade within Alternance Vocational Training (p. 271)
Workplace Learning across Activity Systems: A Case Study of Sales Engineers (p. 291)
Epilogue: From Transfer to Boundary-crossing (p. 311)
Author Index (p. 323)
Subject Index (p. 329)
Table of Contents provided by Blackwell. All Rights Reserved.
1999 Perspectives on activity theory / edited by Yrjö Engeström, Reijo Miettinen, Raija-Leena Punamäki. / Cambridge ; New York : Cambridge University 23 cm . / English
List of contributors
Series foreword
Introduction (p. 1)
Theoretical issues
Activity theory and individual and social transformation (p. 19)
The content and unsolved problems of activity theory (p. 39)
Knowledge as shared procedures (p. 53)
Activity theory in a new era (p. 65)
Society versus context in individual development: Does theory make a difference? (p. 70)
Cultural psychology: Some general principles and a concrete example (p. 87)
Laws, logics, and human activity (p. 107)
Collapse, creation, and continuity in
Activity theory and the concept of integrative levels (p. 133)
The relevance to psychology of Antonio Gramsci's ideas on activity and common sense (p. 147)
Language and its acquisition
The expanded dialogic sphere: Writing activity and authoring of self in Japanese classrooms (p. 165)
Improvement of schoolchildren's reading and writing ability through the formation of linguistic awareness (p. 183)
Psychomotor and socioemotional processes in literacy acquisition: Results of an ongoing case study involving a nonvocal cerebral palsic young man (p. 206)
Play, learning, and instruction
Play and motivation (p. 231)
Drama games with 6-year-old children: Possibilities and limitations (p. 250)
Activity formation as an alternative strategy of instruction (p. 264)
Activity theory and history teaching (p. 282)
Didactic models and the problem of intertextuality and polyphony (p. 298)
Metaphor and learning activity (p. 314)
Transcending traditional school learning: Teachers' work and networks of learning (p. 325)
Technology and work
The theory of activity changed by information technology (p. 347)
Activity theory, transformation of work, and information systems design (p. 360)
Innovative learning in work teams: Analyzing cycles of knowledge creation in practice (p. 377)
Therapy and addiction
Object relations theory and activity theory: A proposed link by way of the procedural sequence model (p. 407)
The concept of sign in the work of Vygotsky, Winnicott, and Bakhtin: Further integration of object relations theory and activity theory (p. 419)
From addiction to self-governance (p. 435)
Author index (p. 445)
Subject index (p. 452)
Table of Contents provided by Blackwell. All Rights Reserved
1999 Lernen durch Expansion / Engeström, Yrjö / Marburg, BdWi-Verl., 1999 / 328 S. : graph. Darst. / German / ISBN-ISSN-ISMN: 3-924684-75-8
1997 Mind, culture, and activity : seminal papers from the Laboratory of Comparative Human Cognition / edited by Michael Cole, Yrjö Engeström, Olga Vasquez. / Cambridge ; New York : Cambridge University 24 cm . / English
List of contributors
Introduction (p. 1)
When is a context? Some issues and methods in the analysis of social competence (p. 22)
Plying frames can be dangerous: Some reflections on methodology in cognitive anthropology (p. 32)
Concepts of ecological validity: Their differing implications for comparative cognitive research (p. 49)
What's special about experiments as contexts for thinking (p. 57)
Sociolinguistic structure of word lists and ethnic-group differences in categorized recall (p. 70)
Looking for Big Bird: Studies of memory in very young children (p. 79)
"Body analogy" and the cognition of rotated figures (p. 90)
Paradigms and prejudice (p. 100)
The early history of the Vygotskian school: The relationship between mind and activity (p. 117)
One developmental line in European Activity Theories (p. 128)
Activity; consciousness, and communication (p. 147)
The sound of the violin (p. 164)
Non-Cartesian artifacts in dwelling activities: Steps towards a semiotic ecology (p. 185)
The invention of writing and the development of numerical concepts in Sumeria: Some implications for developmental psychology (p. 205)
Collective memory: Issues from a sociohistorical perspective (p. 226)
Students' interactional competence in the classroom (p. 235)
The competence/incompetence paradox in the education of minority culture children (p. 241)
The organization of bilingual lessons: Implications for schooling (p. 254)
Kanji help readers of Japanese infer the meaning of unfamiliar words (p. 269)
Functional environments for microcomputers in education (p. 279)
"But it's important data!" Making the demands of a cognitive experiment meet the educational imperatives of the classroom (p. 292)
Performance before competence: Assistance to child discourse in the zone of proximal development (p. 303)
Low-income children's preschool literacy experiences: Some naturalistic observations (p. 313)
Selling candy: A study of cognition in context (p. 330)
Mediation and automatization (p. 338)
Mind in action: A functional approach to thinking (p. 354)
Coordination, cooperation, and communication in the courts: Expansive transitions in legal work (p. 369)
The politics of representation (p. 389)
Wisdom from the periphery: Talk, thought, and politics in the ethnographic theater of John Millington Synge (p. 409)
Learning to be deaf: Conflicts between Hearing and Deaf cultures (p. 418)
Why must might be right? Observations on sexual herrschaft (p. 432)
Just say no: Responsibility and resistance (p. 473)
Author Index (p. 485)
Subject Index (p. 490)
Table of Contents provided by Blackwell. All Rights Reserved.
1996 Cognition and communication at work / edited by Yrjö Engeström, David Middleton. / New York : Cambridge University
Contributors
Acknowledgments
Introduction: Studying work as mindful practice (p. 1)
Distributed cognition in an airline cockpit (p. 15)
Constituting shared workspaces (p. 35)
Seeing as situated activity: Formulating planes (p. 61)
Convergent activities: Line control and passenger information on the London Underground (p. 96)
Users and designers in mutual activity: An analysis of cooperative activities in systems design (p. 130)
System disturbances as springboard for development of operators' expertise (p. 159)
Expert and novice differences in cognition and activity: A practical work activity (p. 177)
The tensions of judging: Handling cases of driving under the influence of alcohol in
Talking work: Argument, common knowledge, and improvisation in teamwork (p. 233)
The collective construction of scientific genius (p. 257)
Experience and the collective nature of skill (p. 279)
Working together: Symbolic interactionism, activity theory, and information systems (p. 296)
On the ethnography of cooperative work (p. 319)
Index (p. 341)
Table of Contents provided by Blackwell. All Rights Reserved.
