Abstract
The article argues that the crucial task of expansive learning is to generate alternatives to capitalism in human activities, organizations and communities. To meet this challenge, the article discusses two areas of current development in the theory of expansive learning. The first area is transformative agency and double stimulation; the second area is concept formation in the wild, germ cells and ascending from the abstract to the concrete. These two areas are complementary. Expansive learning is both formation of transformative agency and formation of new theoretical concepts. Transformative agency is a central quality and outcome of expansive learning. Theoretical concepts are perspectival and future-oriented; they become concrete when learners take volitional actions to change their circumstances. To have societal impact, efforts at implementing expansive learning in education should be expanded in space and time. This means getting schools involved in struggles of communities and social movements.
Highlights
Resumen: Este artículo defiende que la tarea fundamental del aprendizaje expansivo es generar alternativas al capitalismo en las actividades, organizaciones y comunidades humanas
To take any other action of physical mobility, the patient would usually have to stand up—and this action itself was often the source of both great tension and great elation. We identified it as the germ cell of the emerging concept of sustainable mobility
The grey oval in vertical position on the right represents the segment of the expansive learning cycle in which crucial steps of double stimulation primarily take place
Summary
We have discussed two areas of advance within the theory of expansive learning, namely (1) transformative agency and double stimulation and (2) concept formation, germ cells and ascending to the concrete. Pero era un mecanismo de representación que permitía a los aldeanos ampliar su visión más allá del aquí y ahora, tanto en el espacio como en el tiempo, y empezar a construir un modelo para el futuro. En el caso de la cartografía participativa, los aldeanos se reunieron literalmente alrededor del mapa emergente para tratar de resolver sus conflictos entre motivos con la ayuda de un segundo estímulo que tenía un significado colectivo. 182) que tras criticar la imagen falsa y ‘logicalizada’ de las teorías tradicionales sobre la formación de conceptos, Vygotsky acaba cayendo en la misma visión lógico-formal de la generalización: ‘En este proceso queda sin revelarse la naturaleza específica de los conceptos verdaderos como un tipo determinado de reflexión generalizada de la realidad en la conciencia humana’ (énfasis en el original). Lo que importa es el movimiento, la complementariedad y la interacción entre diferentes tipos o ‘niveles’ de conceptualización y representación
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