Previous issue (2019. Vol. 15, no. 3)
Included in Web of Science СС (ESCI)
The Study of Behavior in its Context: a Mesogenetic Approach 1369
, Doctor of Psychology, Professor, California University, San Diego, USA, firstname.lastname@example.org
This essay traces the history of an activity designed to promote the intellectual and social development of elementary-age school children during the after-school hours. Following in the footsteps of Urie Bronfenbrenner, it highlights the insight that just as all human development occurs in contexts of varying levels of inclusiveness and mutual interchange, human development occurs at intersecting scales of time that themselves vary in character and duration. In tracing one line of this activity in its institutional contexts over an 18 year period, it makes clear that scholars interested in person-context co-constitutive processes are confronted with a difficult methodological requirement; to study simultaneously the history of the person (at the microgenetic and ontogenetic time scales) as well the history of “the contexts of development” in which the persons participate.
- Bremme D., Blanton W., Gallego M., Moll L.C., Rueda R., Vasquez O. The
dynamics of change of children’s learning. In Cole M. (eds.) The Fifth
Dimension: An after-school program based on diversity, Chapter 6. New York:
Russell Sage, 2006, pp. 107—128.
- Bronfenbrenner U. The Ecology of Human Development: Experiments by nature
and design, Cambridge, Harvard University Press, 1979. 329 p.
- Bronfenbrenner U. The context of development and the development of
context. In Lerner R.M. (ed.) Developmental Psychology: Historical and
Philosophical Perspectives. L. Erlbaum Associates, 1983, pp. 147—184.
- Bronfenbrenner U. Making Human Beings Human: Bioecological perspectives on
human development, Thousand Oaks (CA), Sage, 2005. 306 p.
- Bronfenbrenner U., Morris P.A. The ecology of developmental processes. In
Damon W. and Lerner R.M. (eds.) Handbook of child psychology. Vol. 1:
Theoretical models of human development, 5th ed. Hoboken, NJ, US: John
Wiley and Sons. Inc., 1998, pp. 993—1023.
- Bronfenbrenner U., Morris P.A. The bioecological model of human
development. In Lerner R.M. (ed.) Handbook of child psychology. Vol. 1:
Theoretical models of human development, 6th ed. New York: John Wiley,
2006, pp. 793—828.
- Brown A.L. Design experiments: Theoretical and methodological challenges in
creating complex interventions in classroom settings. Journal of the
Learning Sciences, 1992. Vol. 2, no. 2, pp. 141—178.
- Brown K., Cole M.A Utopian methodology as a tool for cultural and critical
psychologies: Toward a positive critical theory. In Packer M.J. (eds.)
Cultural and critical perspectives on human development. New York: SUNY
Press, 2001, pp. 41—66.
- Cole M. Cultural psychology: A once and future discipline. Cambridge, MA:
Harvard University Press, 1996. 400 p.
- Cole M. and The Distributed Literacy Consortium. The Fifth Dimension. An
after-school program built on diversity. New York: Russell Sage, 2006. 226
- Collins A. Toward a design science of education. In Scanlon E. (eds.)
New Directions in Educational Technology. Berlin: Springer, 1992. Vol.
96, pp. 15—22.
- Collins A., Joseph D., Bielaczyc K. Design research: Theoretical and
methodological issues. Journal of the Learning Sciences, 2004. Vol. 13,
no. 1, pp. 15—42.
- Cuban L. Answering tough questions about sustain-ability. Paper presented
at the First Virtual Conference on Sustainability of Local Systemic Change.
- Davydov V.V., Markova A.K. (Eds.) A concept of educational activity for
schoolchildren. Soviet Psychology, 1982. Vol. 21, no. 2, pp. 50—76.
- Denham C., Lieberman A. (eds.). Time to learn. Washington, DC: National
Institute of Education, 1980. 246 p.
- Elder G.H. Children of the great depression. Social change in life
experience. Chicago: University of Chicago Press, 1974. 444 p.
- Elkonin D.B. Toward the problem of stages in the mental development of the
Child. In Cole M. (ed.) Soviet Developmental Psychology. White Plans.
New York: M.E. Sharpe, 1977, pp. 538—563.
- Engestrom Y.E., Sannino, A., Virkkunen, J. On the methodological demands of
formative interventions. Mind, Culture, and Activity, 2014. Vol. 21, no.
2, pp. 118—128.
- Greenfield P.M. Weaving generations together: Evolving creativity in the
Maya of Chiapas. Santa Fe, NM: SAR Press, 2004. 200 p.
- Halpern R. Critical Issues in After-School Programming. Monographs of the
Herr Research Center for Children and Social Policy, Erikson Institute Serial.
2006. Vol. 1, no. 1. — 140 p.
- Laboratory of Comparative Human Cognition (LCHC) A model system for the
study of learning difficulties. Quarterly Newsletter of the
Laboratory of Comparative Human Cognition, 1982. Vol. 4, no. 3, pp.
- Lemke J. Across the Scales of Time: Artifacts, Activi-ties, and Meanings in
Ecosocial Systems. Mind, Culture, and Activity, 2000. Vol. 7, no. 4, pp.
- Luria A.R. Cognitive development: Its cultural and social formations.
Cambridge, MA: Harvard University Press. 1976. 177 p.
- Mortimer J.T., Shanahan M.J. (eds.) Handbook of the life Course.
Kluwer/Plenum. New York, 2003. p. 2528.
- Nelson C.A., Fox, N.A., Zeanah C.H. Romania’s aban-doned children:
Deprivation, brain development, and the struggle for recovery. Cambridge, MA.:
Harvard University Press, 2014. 402 p.
- Nicolopoulou A., Cole M. Generation and transmission of shared knowledge in
the cultural of collaborative learning: The Fifth Dimension, its play-world,
and its institutional con-texts. In Forman E.A. (eds.) Contexts for
learning: Sociocultural dynamics in children’s development. New York:
Oxford Univer-sity Press, 1993, pp. 283—314.
- Nocon H.D. Sustainability as Process: Community Education and Expansive
Collaborative Activity. Educational Policy, 2004. Vol. 18, no. 5, pp.
- Overton W.F. Relational developmental systems and developmental science: A
focus on methodology. In Molenaar P.C. M. (eds.) Handbook of developmental
systems theory and methodology. New York: NY; US: Guilford Press, pp.
- Penuel W. Emerging forms of intervention research in edu-cation. Mind,
Culture, and Activity, 2014. Vol. 21, no. 2, pp. 97—117.
- Rogoff B. Developing destinies: A Mayan midwife and town. Oxford University
Press, USA, 2011. 342 p.
- Saxe G. The cultural development of mathematical ideas. New York: Cambridge
University Press, 2012. 362 p. 32. Vásquez O.A. La Clase Mágica: Imagining
Optimal Possibilities in a Bilingual Community of Learners. New York: Laurence
Erlbaum Publishers, 2002. 237 p.