From mediated actions to heterogenous coalitions: four generations of activity-theoretical studies of work and learning

Abstract

ABSTRACT The article outlines four generations of theorizing and research on work and learning within the Finnish school of activity theory. The main focus of the paper is on the evolution of the unit of analysis through the four generations, from mediated action to a collective activity system, to multiple-interconnected activity systems, and most recently to heterogenous work coalitions aimed at resolving wicked societal problems. We examine how learning and agency are conceptualized in each generation, and what kinds of interventions are conducted in the projects presented as examples of the four generations. We conclude that the four generations of activity-theoretical studies of work and learning continue to co-exist. To meet the challenges of work in today’s world, activity theory must seriously engage in the development of its fourth generation, building on ideas and instruments developed by the preceding generations.