Activity Theory

王抗曝 (Lawrence K. Wang) (2025). 加速未來:一個利用人工智慧將中學教育從六年壓縮至五年的框架 Accelerating the Future: A Framework for Compressing Secondary Education from Six to Five Years with AI, "Evolutionary Progress in Science, Technology, Engineering, Arts and Mathematics (STEAM)”《科學、技術、工程、藝術與數學的演化進展》,  7(12B), Lenox Institute Press, Auburndale, MA, USA.  28 pages. DOI (this version):  10.17613/ay6rb-k7b81 ; DOI (newest version): 10.17613/ecscd-dg440  .....  ABSTRACT:  在美國及其他工業國家普遍存在的標準六年制初高中結構，是一種僵化、基於時間的模式，日益顯得效率低下，且與21世紀經濟的需求不符。本文提出一個全面的框架，旨在將此教育週期從六年壓縮至五年，同時不損害教育品質，為系統性改革提供一個策略路線圖。此提案的可行性建立在對三個趨同因素的穩健分析之上：(1) 實證證據顯示，由人工智慧驅動的適性化學習技術能將學習時間減少超過30%，同時保持學習成果；(2) 以能力為本的教育（CBE）模式，其優先考慮精熟程度而非上課時數，已證明其靈活性與有效性；以及(3) 其他工業國家成功縮短中學學制的 instructive 先例。我們提出一個「精準教育」的教學模型，該模型整合了人工智慧驅動的個人化與CBE結構，以創造最佳化的個人學習路徑。本文最後概述一個分階段、為期十年的實施策略，並附有針對聯邦、州及地方政府的具體政策建議，以及應對如公平性與特定學科學習壓力等潛在挑戰的主動風險緩解策略。關鍵詞：教育改革、人工智慧、中學教育、能力本位教育、個人化學習、適性化學習、教育科技。

王抗曝 Lawrence K. Wang (2025). 《人工智能驅動之中文學習工具技術報告》 Technical Report on AI-Driven Chinese Language Learning Tools, 《科學、技術、工程、藝術與數學之演化進展》"Evolutionary Progress in Science, Technology, Engineering, Arts and Mathematics (STEAM)”, 7(9B), Lenox Institute Press, Auburndale, MA, USA.  12 pages. DOI: 10.17613/kkm2g-67t10 ; DOI (newest version): 10.17613/6m2te-nsg41  .......ABSTRACT:  本技術報告旨在深入分析五種主流的人工智能（AI）驅動之中文學習工具，為教育工作者、語言學習者及技術開發者提供一份全面的技術參考。報告詳細介紹了SuperChinese、HelloChinese、Skritter、Speechling及以ChatGPT/Jenova AI為代表的對話式AI，剖析其核心技術、主要功能、適用對象、收費模式及教學應用策略。透過對比分析，本報告旨在闡明如何整合運用這些工具，以構建一個高效、個人化且富有吸引力的中文學習生態系統，從而應對傳統教學模式的挑戰，並為下一代中文教育的發展提供技術指引。作為前美國中文學校校長，筆者深感年事已高，時不我待。本報告的撰寫初衷，不僅在於記錄當前AI技術在中文教育領域的應用現狀，更在於為年輕一代的教育工作者提供一份可靠的技術指南和實踐基礎。筆者誠摯期望年輕的教育家、技術專家和語言學者能夠接棒，在本報告所奠定的基礎上，繼續深化研究、勇於創新，將AI技術與中文教育更深入地結合，惠及更多的學習者，讓中華語言文化在新時代綻放更加璀璨的光芒。這是一項非同小可的使命，需要新一代的智慧、熱情與堅持來完成。

Designers collaborate with other experts during their projects in order to combine efforts towards greater solutions by creating bridges between disciplinary knowledge. Hence, design teaching establishments introduced team projects in their curriculum. Still, notable gaps persist between the intention and the implantation of assessment activities, which risks reducing the pedagogical value of the learning outcomes. By questioning the assessment of the object emerging from a collaborative design activity, the paper proposes a coherently aligned assessment strategy. Sociocultural assessment perspectives are used as a framework to view learning as a dynamic process mediated through social interactions, contradictions and culminating in knowledge externalisation. This paper offers a structure for an assessment strategy to enhance the practice and learning of collaboration through the development of the reflective skills of design students. The strategy links three main aspects of collaborative design -knowledge creation and integration, communication, and shared understanding-to sociocultural concepts to allow a discussion space for the re-socialisation of collaborative assessment.

The third edition of Dialectics of Force: Ontobia presents Alex Battler’s reconceptualization of Force as a fundamental category of being. Drawing on a wide range of sources—from Pre-Socratic philosophy and Aristotle through Hegel, Schelling, and twentieth-century physicists and cosmologists—the author traces how the category of Force has been understood throughout the history of Western thought and proposes a united theoretical framework grounded in the category of Ontological Force, or Ontóbia.
The author argues that Ontóbia constitutes the fourth fundamental attribute of matter, alongside motion, space, and time, and demonstrates its application across several domains: Big Bang cosmology, the boundary between organic and inorganic phenomena, the mind–body problem, and the methodological foundations of historical progress and the social sciences.

The symposium aims to bring into analysis and discussion a possibility of articulating and integrating theoretical concepts from Activity Theory, Situated Learning and Critical Mathematics Education in order to contribute to understanding learning in practices where mathematics and technology seem to be relevant.

Communicative Language Teaching has become one of the most influential approaches in English language teaching in the Philippines and worldwide. As learner-centered and competency-based instruction continues to be promoted by the Philippine English curriculum, CLT is increasingly emphasized to improve learner's communicative competence, critical thinking, and real-world language use. However, several studies reveal persistent challenges in its implementation particularly in public secondary schools where contextual limitations affect classroom practices, despite its widespread adoption. This systematic literature review examines existing scholarly studies on Communicative Language Teaching Within the Philippine English curriculum. The review synthesized findings from peer-reviewed journal articles, government publications, books, and educational reports published between 2015 and 2026. Databases such as Google Scholar, ERIC, Scopus, and ResearchGate were utilized in gathering relevant literature. A total of 15 studies met the inclusion criteria and were analyzed thematically. The review identified four major themes: teacher preparedness and instructional practices, learner engagement and communicative competence, curriculum alignment and policy implementation, and challenges in CLT integration. Findings reveal that while CLT positively influences student's language proficiency and classroom participation, inadequate teacher training, large class sizes, limited resources, and assessment mismatches hinder effective implementation. The review highlights the need for continuous professional development, differentiated and contextualized instructional materials, and curriculum support mechanisms. Conclusively, this study contributes to the growing discourse on improving English language education in the Philippines and offers implications for teachers, curriculum developers, and educational policymakers.

Starting with Feuerbach, materialism in philosophy shifts its focus from pure material interactions to the human essence in order to explain phenomena. This signifies a radical break from tradition. Feuerbach's approach, which explains the basis of all phenomena, especially religion, as the "human essence", significantly influenced the materialist approaches that came after him, including Marx and Engels. For Marx, however, Feuerbach's approach loses its material basis, as it ignores the revolutionary essence of practical human activity, although it is the most reconcilable approach among existing philosophies. On the other hand, the materialist dialectic developed by Marx, together with Engels, shows the very material and objective essence of phenomena arising from human activity. This method is based on revolutionary practice, revealing the material and real basis of thought and the transformative power of human activity, rather than the "relation of thought and reality" mis-formulation. This method, moreover, sees the theoretical not in a plane of abstractions isolated from reality, but in the thought that emerges in human action, again turning to it and transforming it. In other words, this method "ascends" theory into reality by seeing it as immanent to human activity, not in a supersensible realm. The present study aims to demon strate the revolutionary practical essence of the materialist dialectical method.

Smith-Escudero, S., Gregoricka, L.A., & Ullinger, J. (In press). Investigating entheseal changes of the arm and activity patterns of an Early Bronze Age group from the UAE. International Journal of Osteoarchaeology.

Entheseal changes have proven useful to reconstruct past activity patterns. This approach was used to evaluate individuals interred within two Umm an-Nar (ca. 2700-2000 BCE) tombs at the Early Bronze Age site of Shimal in the United Arab Emirates. Tombs Unar 1 and Unar 2 held commingled, fragmentary, and often cremated bones of hundreds of individuals of all age groups and sexes. It was unclear, however, whether differential interment based on status or occupation was practiced. To answer this, entheseal changes on the humerus and radius were recorded to assess potential bilateral asymmetry, sex-based divisions of labor, and occupational differences both within and between the two tombs. Beyond asymmetrical alterations of the common extensor origin, no significant differences were found to indicate bilateral asymmetry. Additionally, no differences in entheseal severity were identified between tombs Unar 1 and 2, suggesting that interment in either monument was likely not based on occupation. Nevertheless, significant variation among mean composite entheseal scores in the later tomb Unar 2 may point to increased differentiation of activities over time. Overall, similar entheseal alterations in both tombs suggest a lack of labor stratification during this period, despite archaeological evidence for emergent social hierarchies. Because age could not be estimated for isolated adult arm bone fragments, it remains uncertain whether age may account for variation observed among entheses.

This paper identifies inherent problems within project management such as its theoretical deficit, and difficulties concerning effective collaboration, fragmentation, tensions and contradictions. An Activity Theory, Developmental Work Research, is described in which such issues can be identified, understood and managed in order to achieve better outcomes. In essence, this paper lays the foundations for the Transformational Ecosystem Method (TEM) operational guidelines which can be used to create next generation connected business digital ecosystems. This will result in new solutions, building of connections, driving transformation and improvement of business outcomes.

Courtiat, Jean-Pierre; Davarakis, Costas; Totter, Alexandra; Mwanza, Daisy; Faust, Martin and Kauf-mann, Hannes (2004). Evaluating LAB@FUTURE, a Collaborative E-Learning Laboratory Experiments Platform. In: European Distance and E-Learning Network Annual conference ...

This paper explains JTL Systems Model Concept 1.0 as an integrated systems-modeling framework for community resilience under intractable conflict. The model translates qualitative findings into a layered visual and conceptual architecture: activity systems, cross-scale propagation, actor-network relations, CTSR pressure, resilience buffers, strategic response, and a signed resilience-state matrix. Its purpose is educational, theoretical, and research-development oriented. It is not a clinical, emergency, or predictive tool.

A tip-of-the-tongue (TOT) elicitation task was used with younger adults in Experiment 1 and with older adults in Experiment 2 to examine the influence of word frequency, neighborhood density, and neighborhood frequency on the retrieval of phonological word forms from the lexicon. The results of Experiment 1 replicated the results of Harley and Bown (1998): More TOT states were elicited for words with low frequency and sparse neighborhood density (i.e., words with few similar sounding words). However, the results from Experiment 2 showed that in addition to word frequency and neighborhood density, neighborhood frequency, the mean frequency of phonological neighbors, also influenced lexical retrieval for speech production in older adults. Specifically, neighborhood-frequency interacted with word frequency and with neighborhood density. More TOT states were elicited for words with low neighborhood frequency and low word frequency. In addition, more TOT states were elicited for words with low neighborhood-frequency and sparse neighborhoods. These results demonstrate that the number of similar sounding words affects lexical retrieval in production as well as perception. Furthermore, the influence of these lexical characteristics on the process of retrieving word-forms during speech production changes with age. The results are discussed within the context of the Node Structure Theory , a model of cognitive processing.

As the educational landscape shifts toward digital modalities, School Leadership Preparation and Development Programs (SLPDPs) have adopted online and hybrid models to enhance flexibility and accessibility for diverse learners. This systematic review examines the promises and challenges of online and hybrid SLPDPs through the critical lens of Cultural-Historical Activity Theory (CHAT). Utilizing a narrative synthesis approach informed by CHAT, we highlight congruencies that boost learner engagement and retention, alongside structural tensions that threaten instructional quality. Our findings underscore the urgent need for comprehensive faculty development and robust quality assurance measures to uphold high standards in online and hybrid formats.

Kan de påståenden som framförs i boken Remote Trauma Exposure från 2025 anses vara välunderbyggda, särskilt med tanke på bristerna i referenserna, det empiriska underlaget och författarens användning av titeln ”utbildningspsykolog (pedagogisk psykolog)” – en titel som skyddas av Health and Care Professions Council (HCPC) – utan att hon uppfyller kraven för detta?

Denna rapport om vetenskaplig styrning granskar den teoretiska och bevisbaserade grunden för Emily-Marie Pachecos publikation och belyser potentiella risker för akademiker, forskare, studenter och institutioner som tar del av dess innehåll.

Trots att boken offentligt framställer ”Remote Trauma” som ett nytt psykologiskt begrepp, överlappar flera påståenden etablerade begrepp som ”vicarious trauma” (VT) och ”secondary traumatic stress” (STS), och flera källhänvisningar verkar saknas, vara felaktigt angivna eller omöjliga att verifiera. Detta mönster stämmer överens med AI-genererat innehåll, som kan skapa källhänvisningar som verkar legitima men som inte motsvarar faktiska publikationer.

Läsare och institutioner som använder eller hänvisar till denna bok bör iaktta noggrann granskning, kritisk analys och lämplig försiktighet. Den rättsmedicinska rapporten, på engelska och svenska, tillsammans med stödjande korrespondens från HCPC och Springer Nature, är tillgänglig för allmänheten.

This paper presents the concept of mediation within the MAPE Educational Framework (Mediation, Appropriation, Publication, and Ecosystem), proposing a theoretical and analytical expansion for understanding learning in technology-mediated contexts. Traditionally associated with the role of teachers and tutors, mediation is here redefined as the set of forces-both intentional and structural-that stand between the subject and the possibility of learning.The text introduces two central analytical dimensions: mediation valence (promoting, inhibiting, or blocking learning) and mediation density (quantity, quality, internal coherence, and external coherence). By articulating foundations of sociocultural theory with contemporary challenges in digital education, the framework provides an interpretative lens to understand why learning often fails to translate into real-world impact. It also discusses the role of artificial intelligence as a form of indirect mediation and concludes by proposing that every decision affecting learning should be understood as a pedagogical act.

"Человечество как единый сверх организм: Модель перехода от конфликта цивилизаций к интегральной ноосфере. \\ КНИГА-4.
Автор : Ю.Л. Зорин
Настоящая работа представляет собой новую редакцию монографии, в которой концепция человекоподобного
структурного соответствия «организм — общество» впервые переведена на строгий язык рациональной механики
сплошных сред (в традиции Трусделла–Нолла). Предлагаемый подход позиционируется как метамодель (с явной
маркировкой уровней достоверности [A], [B], [C]), позволяющий рассчитывать ключевые параметры социальных систем.
Основные результаты формализации:
• Определён социальный континуум с полями психического состояния и введены балансовые уравнения для «энергии
молитвы» и когерентности коллективного сознания.
• Эгрегор описан как тензорное поле, включающее смысловой базис, тензор концепта и метрику, что даёт возможность
количественно оценивать его «силу» и устойчивость.
• Построена замкнутая система уравнений для макропеременных NPTB (энергия, население, технологии, смысловой
базис), пригодная для численного моделирования исторической динамики.
• Предложены диагностические функционалы для идентификации социальных патологий по аналогии с медицинской
диагностикой.
Практическая польза и перспективы применения:
1. Диагностика и прогнозирование кризисов: Разработанный математический аппарат позволяет перейти к
количественным индикаторам. Например, предложена модель инфляции с запаздыванием, объясняющая особенности
денежно-кредитной политики в странах с преобладанием синтетического (образного) типа мышления.
2. Инструмент культурной политики: Введено понятие тензора рассогласования между цивилизационными
эгрегорами. Мониторинг его роста может служить системой раннего предупреждения межцивилизационных
конфликтов.
3. «Электронный микроскоп эгрегоров»: Предложен операторный подход к использованию технологий ИИ (анализ
корпусов текстов через эмбеддинги) для картирования коллективного бессознательного и верификации существования
эгрегоров.
4. Терапия социальных дисфункций: Формализм позволяет экстраполировать проверенные медицинские протоколы
на разработку мер по восстановлению социально-экономической стабильности.
5. Стратегическое планирование: Модель предоставляет каркас для проектирования «смысловых мостов» и
сценариев управляемой интеграции замкнутых идентичностей в единый планетарный организм.
Статус работы: Данная публикация является приглашением к научной дискуссии и эмпирической верификации. Все
утверждения, маркированные как [C], являются рабочими гипотезами и иллюстрациями возможностей метамодели. Мы
предлагаем исследовательскому сообществу инструмент, который при независимой калибровке на реальных данных может
открыть новые горизонты в понимании и управлении сложными социальными системами.
Ключевые слова:человекоподобное структурное соответствие «организм — общество», антропоморфная модель,
рациональная механика, эгрегор, социальная патология, диагностика кризисов, коллективное сознание, смысловой
континуум, тензорное исчисление, моделирование цивилизаций.

This paper addresses the problem of designing computer environments to support collaborative scientific experimental learning from the authoring perspective. We aim at a range of learning tasks involving speculative and practical activities in the real world, so we need rich problem workspaces, as well as articulation mechanisms between the problem space and the communication space to refer to the actions and the outcome in the lab. Our approach incorporates insights both from cognitive analysis and activity theory, and ...

This paper was written for an Author Meets Critics session on Aryeh Kosman’s book, The Activity of Being: An Essay on Aristotle's Ontology, at the American Philosophical Association and later published, along with critiques by Jonathan Beere and David Charles and a Response to Critics by Aryeh Kosman, in the European Journal of Philosophy. My views on Aristotle have been deeply influenced by Kosman’s work, and in particular by his seminal 1984 paper, “Substance, Being, and Energeia,” further developed in The Activity of Being, though we differ on the interpretation of Aristotle’s Metaphysics H.6 and Θ, especially on the causal status of substantial form, which I regard as an active/productive capacity, a first actuality, and he regards as an activity (a second actuality) and on the unity of organic hylomorphic complexes.

Design has to update itself constantly and borrow from a variety of disciplines to retain and evolve it’s shifting identity. Design interventions likewise seek unpredictable spaces for its growth and several companies have been raising their interest in design thinking lately. Some of these interventions can create new opportunities, such as helping organizations to share learning and knowledge more effectively, both within themselves and between other organizations. At the same time organizations are full of very contradictory forces that stagnate their progress and often lead to great uncertainty and inability to react critically to a changing environment. In corporate organizations, themes like growth and profit take precedence over social and cultural tensions that get amplified. On the other hand design is flexible and can choose unique social science structures like Activity Theory to make unique interventions that can . The dynamism and unpredictability of design combined wit...

This paper examines how a classroom culture developsadvanced strategies and procedures for handling complexdigital tools. We report from a vocational Mediaand Communication course at an Upper SecondarySchool in Oslo, Norway. Our analysis reveals how aprocedure called practical assignments has developedhistorically at the school, and how this procedure iscarried out in the classroom. Theoretically, our studyis informed by Activity Theory, which affords us toolsto analyze how social institutions and learning trajectoriesevolve over time, and how longitudinal dimensionsemerge in situ. Our findings show how teachers andlearners create a space for solving context-specific problemsinvolving sophisticated technology. A historicalanalysis is here crucial not only in understanding whydigital technologies are used in specific ways, but alsohow they evolve into classroom conventions.

There is broad agreement that socio-technical approaches to systems analysis and design have not been used to their full potential in the information systems field. There are also a number of trends in information systems development (ISD) that might generate opportunities for greater usage of socio-technical approaches.

Aos funcionários do Pós-Lit pela dedicação e eficiência. A Capes (Coordenação de Aperfeiçoamento de Pessoal de Nível Superior) pela bolsa concedida, assim como pela oportunidade de trabalhar com dedicação exclusiva. Esta dissertação concentra-se na análise de duas obras dramáticas, Um elefante no caos e Flávia, cabeça, tronco e membros, escritas pelo dramaturgo Millôr Fernandes, em 1955 e 1963, respectivamente. A metodologia de estudo percorre três caminhos teóricos que, ao fim, encontram-se em uma mesma direção. Inicialmente, procura-se identificar, em cada um dos textos teatrais, os elementos constitutivos da fábulapersonagem, tempo, espaço, gênero dramáticoe os vetores impulsionadores de ação. Nesse sentido, mostram-se fundamentais os trabalhos de Patrice Pavis, Agapito Martinez, Tadeusz Kowzan e Jean-Pierre Ryngaert. Seguidamente, nos diálogos dos dois textos enfocados, observa-se um hábito constante das figuras dramáticas: o ato de equilibrar, pela via discursiva, os interesses particulares e as normas legais vigentes. Por esse ângulo, compreende-se o título desta dissertação, A necessidade torna o raciocínio elástico. Argumentações flexíveis, que se encolhem e se esticam, são examinadas com base na nova retóricade Chaïm Perelmane na sofísticade Barbara Cassin. Finalmente, há também apontamentos sobre a vida e a obra de Millôr Fernandes, bem como considerações, de alguns acadêmicos, sobre os muitos trabalhos do autor carioca. Entre os críticos teatrais, destacam-se as contribuições de Décio de Almeida Prado, Sábato Magaldi e João Roberto Faria. Informações colhidas, por essas três perspectivas, permitem encontrar o núcleo criativo de cada um das obras dramáticas aqui selecionadas. Os trabalhos de Millôr Fernandes demonstram bastante versatilidade, estando impregnados de maleabilidade formal e estrutural, valorizando a liberdade de criação e recusando enquadramento de rótulos estáveis.

Motivation in English Language Teaching (ELT) and English LanguageLearning (ELL) has been extensively researched, encompassing diversetheoretical and empirical perspectives (Oh & Kim, 2024). Aligned withthese studies, as a novel phenomenon, the term Directed MotivationalCurrents (DMCs) was introduced by Dörnyei and his colleagues (Dörnyeiet al., 2016). DMCs is mostly defined as a high-level of motivation andlong-lasting involvement, including effort and positive emotions, toachieve a specific long-term goal or vision (Ibrahim, 2016). These highand intense motivational surges also include Complex Dynamic SystemsTheory (CDST), the self and identity, Flow Theory (Csikszentmihalyi,1988) and dynamic concepts during teaching and learning English intoday’s world.

(PDF) Directed Motivational Currents in Turkish EFL Research: An Overview of Postgraduate Studies. Available from: https://www.researchgate.net/publication/399342532_Directed_Motivational_Currents_in_Turkish_EFL_Research_An_Overview_of_Postgraduate_Studies [accessed Mar 30 2026].

This companion article operationalizes cultural-historical activity theory as a practical design logic for veterinary and animal science education. Using six principles-unity of activity and consciousness, object orientation, the activity-actionoperations hierarchy, mediation, internalization/externalization, and development-it reframes learning as participation in socially organized practices directed toward meaningful objects, rather than accumulation of decontextualized knowledge. The paper translates these principles into concrete, activity-system designs across three domains central to day-one veterinary competence: data analysis, surgery, and animal nutrition. In data analysis, examples include a herd-health data lab where student teams build a mastitis surveillance and decision-support report, and a One Health surveillance studio where early learners analyze multispecies indicators and draft a short policy brief. In surgery, a progressive ovariohysterectomy pathway integrates simulator work, tissue labs, and supervised live-animal participation, complemented by a laparoscopic skills lab that invites learners to co-design and evaluate personalized simulators. In nutrition, examples include a small-animal nutrition clinic focused on feasible owner-aligned plans and a herd-nutrition consultancy project balancing productivity, welfare, economics, and sustainability. Across cases, the article derives cross-cutting heuristics: start from authentic objects of work; make activity systems explicit; nest operations within purposeful actions; treat tools as value-laden mediators; cycle between internalization and externalization; and plan longitudinal developmental trajectories. The paper offers adaptable designs for locally grounded, theory-informed curricula and assessment. By specifying subjects, tools, rules, communities, and division of labor, each scenario shows movement from peripheral participation to contribution, producing artifacts (protocols, dashboards, checklists, handouts) that improve practice and support professional identity in diverse contexts.