Abstract
Heidegger, Leont'ev, and Dewey held surprisingly similar views on the role of breakdown or failure as a means of revealing the nature of the world around us. For Heidegger, the resources by which we conduct our day-to-day activities do not usually require our conscious awareness. If our ongoing activity is blocked, however, this "transparency of equipment" is dispelled, forcing a more deliberate mode of action. Leont'ev's development of breakdown hinges on the analytic distinction he made among Activities, Actions, and Operations. When the necessary conditions for an Operation are absent, the chain of Operations becomes transformed ("unfolded") back into a sequence of independent Actions. Dewey's notion of breakdown is related to his views on sensory excitation, stimulus and response, and the habit-formation function in the lives of complex organisms. Implications of these three models for learning and instruction are developed.
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