Activity Theory Research Articles

Using cultural-historical activity theory to describe a university-wide blended learning initiative

Institution-wide evaluations of Blended Learning implementations are rare. Even less common are evaluations that report the sociocultural context of the implementation. Recently, an Australian university in the western region of Victoria embarked on an initiative to blend all course units over a three-year period. Stemming from a rigorous analysis of reporting documents and participantresearcher observations, an attempt has been made to describe the sociocultural context of this blended learning initiative through the lens of Engestrom’s Cultural-historical Activity Theory (CHAT). This description, along with the challenges surfaced will serve as a precursor to the university-wide impact evaluation of this blended learning initiative. The objective of the analysis was to reify the complex processes, intricate relationships and dynamic environmental elements, which tend not to be captured by impact evaluations. Understanding what exactly is going on will enable the University to situate evaluation findings in the context of factors that might have helped or hampered the achievement of outcomes, and remediate process-related problems in a timely manner. Amidst the flurry of focused and coordinated blended learning activities, eight key process-related challenges emerged: Staff Capacity, Engagement, Deployment, Workload, Technological Issues, Project Management, Communication and Unit Stability. These challenges could potentially make or break ‘the Blend’ if not adequately addressed. This paper highlights the value of process evaluations for online and blended learning implementations and argues for such evaluations to be grounded in ontological realities reflected on accountability reports and observational data.

“Imagine, maths is used anywhere, and we don’t get to know this”—upper secondary students and the relevance of advanced mathematics

People are more motivated to put effort into learning when they know they will be able to put the learnt content to use. These relevance perceptions play a motivating role in the learning of mathematics, a subject renowned for its abstraction, hard examinations, and usefulness in many fields in society (research, industries, etc.). In this article, we describe a study on upper secondary students in an advanced mathematics course and their perception of the relevance of mathematics in future professions, in particular regarding two concepts in their curriculum (logarithms, trigonometry). We defined relevance as a connection between an object (relevance of what?), a subject (relevant for whom?), an asserter (relevant according to whom?), and a purpose (relevant to what end?). The aim of the study was to know (1) what relevance perceptions students held regarding the advanced abstract mathematical concepts, and (2) how students can develop these considering that students do not yet know exactly what future is ahead of them. We interviewed pairs of students (n = 14, 17–19 years old) in two parts. The first part of the interview revealed that students learned mathematics within a traditional school culture that emphasized practice-and-drill of pure mathematics and that did not in any way inform students about the use of mathematics in research and workplaces. After exposing students to authentic applications of logarithms and trigonometry, the second part of the interview showed the power of imagination when it connected students to future professions for which mathematics was relevant. Instrumental in effectively prompting students’ imagination were visualizations showing applications of the mathematical concepts within workplace contexts. Drawing on Leont’ev’s version of Activity Theory, we theorize students’ assertions of the relevance of mathematics through the dialectics of self and collective (relating one’s own goals and more general motives), the dialectics of use-value and exchange-value (needing mathematics for later life or for examinations), and the dialectics of mathematization and de-mathematization (while mathematics is used in many workplaces, it is hidden in instruments).

Using generative AI in human resource development: an applied research study

ABSTRACT In this article, we report results of an experimental study investigating the use of ChatGPT in the design of an HRD intervention. Our goal was to identify the benefits and drawbacks of using this technology in HRD practice. The theoretical framework for the study was provided by the Activity Theory, an often used approach in Human-Computer Interaction research. The study participants were HRD doctoral students from two large public universities in the USA. The participants used ChatGPT in developing an HRD intervention plan, based on a supplied organisational scenario. Data for the analysis included the intervention plans, prompts used by participants, outputs received from ChatGPT, and participants’ responses to open-ended questions. The study revealed varied participant experiences with ChatGPT, including differences in time investment and interaction rules. Among key findings were the tendency to interact with ChatGPT as if it were a human consultant, and steps to establish division of labour between the tool and the human agent. ChatGPT was valued for its usefulness in initial planning and brainstorming ideas for HRD interventions, yet its limitations were apparent in generic responses and lack of contextual understanding. Across all participants, the crucial role of human expertise in refining ChatGPT’s output was consistently highlighted.

The Efficacy of Restorative Justice Programs in Reducing Recidivism Rates

Purpose: This study sought to assess the efficacy of restorative justice programs in reducing recidivism rates.  Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. Findings: The findings reveal that there exists a contextual and methodological gap relating to restorative justice programs in reducing recidivism rates. Preliminary empirical review revealed that restorative justice interventions were effective in reducing reoffending and promoting positive outcomes for both offenders and victims. Through processes such as victim-offender mediation and family group conferencing, restorative justice provided opportunities for offenders to take responsibility, repair harm, and engage in rehabilitation. While acknowledging variations in effectiveness based on offender characteristics and program implementation, the study highlighted the importance of continued investment in restorative justice initiatives to create a more just and equitable criminal justice system. Unique Contribution to Theory, Practice and Policy: Labeling theory, Social Learning theory and Routine Activities theory may be used to anchor future studies on restorative justice programs in reducing recidivism rates. The study offered recommendations that contributed to theoretical advancements, practical improvements, and policy developments in the field. It emphasized the importance of exploring underlying mechanisms, standardized training for practitioners, and integration of restorative principles into mainstream criminal justice policies. These recommendations were aimed at enhancing the effectiveness and sustainability of restorative justice interventions in promoting positive outcomes for victims, offenders, and communities.

Gender Dynamics in STEM Fields: Women's Experiences in Different Cultural Contexts

Purpose: The general aim of this study was to explore gender dynamics in STEM fields particularly, women’s experiences in different cultural contexts. Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. Findings: The findings reveal that there exists a contextual and methodological gap relating to the gender dynamics in STEM fields. Through a comparative analysis across diverse cultural settings, significant variations in women's experiences in STEM were revealed, with some societies demonstrating greater gender equity and support for women. However, persistent disparities and challenges related to cultural norms and gender roles were observed in others. The research underscored the intersectional nature of gender dynamics in STEM, emphasizing the interconnectedness of gender with other dimensions of identity such as race and ethnicity. Additionally, cultural stereotypes and societal expectations were identified as significant barriers to women's participation and advancement in STEM fields. The findings underscored the importance of context-specific approaches to promoting gender equity in STEM and highlighted the need for challenging stereotypes and fostering inclusive environments for women in STEM fields globally. Unique Contribution to Theory, Practice and Policy: Social Cognitive Career theory (SCCT), intersectionality theory and Cultural-Historical Activity theory (CHAT) may be used to anchor future studies on gender dynamics in STEM fields. The study provided valuable recommendations with significant implications for theory, practice, and policy. It contributed to theoretical advancements by highlighting the intersectional nature of gender dynamics in STEM, offering practical recommendations for stakeholders in education and workforce development, and suggesting policy interventions aimed at promoting gender equity in STEM fields. The study emphasized the importance of organizational change, global collaboration, and continuous evaluation and improvement in advancing gender equity in STEM. By implementing these recommendations, stakeholders could work towards creating more equitable and inclusive environments where women could thrive and contribute meaningfully to STEM fields worldwide.

The influence of principal leadership on the activity of a learning organization in a Quebec elementary school context

The needs of Quebec students, which have become increasingly diverse and evolving in recent years (Government of Quebec, 2020), call for a change in teaching practices. To achieve this, the development of a mechanism following the principles of the learning organization, such as a professional learning community (PLC), within the school can support these changes. Although principal leadership is likely to be a lever, its influence has been little documented in a Quebec elementary school context. This study therefore examined the influence of principal leadership on the activity of a learning organization, using Engeström's (2000, 2001, 2011, 2015) activity theory. This descriptive qualitative study mobilized the case study approach, involving in an elementary school in the Eastern Townships in which the classroom teachers work in PLC. Semi-directed individual interviews were conducted with the school principal and five teachers. Our analyses show that the principal's leadership contributes to resolving many of the contradictions that can arise in a system of activity, and thus promotes its transformation.

Study of International Relations students’ motivation: Assessing the effectiveness of educational process management via Action Research strategy

Introduction. The article raises the problem of increasing motivation among university students in learning their major. Despite the fact that a large number of research articles are devoted to the problem of motivation, the issue of assessing the effectiveness of educational process management as one of the key factors in creating a motivating educational environment, remains insufficiently studied. The aim of this study is to determine and describe an effective strategy of intervention and external support for students majoring in “International Relations” in order to increase motivation in learning their academic major via Action Research. Materials and Methods. The methodology is based on Activity theory, person-oriented approach, educational environment assessment, literature review, project-based learning, role-plays and Action Research, as well as on quantitative, qualitative and interpretive research. An analytical review has been carried out in order to identify methods and technologies that can be used to increase motivation to educational activities. Quantitative and qualitative methods include two surveys with subsequent interpretation of the results obtained and provide the basis for developing and testing the strategy of assessing the effectiveness of educational process management. Results. The results of the surveys and their interpretation analysis have demonstrated a high level of student interest in English as a foreign language yet with an insufficient level of motivation for their major, as well as the students’ assessment of professional role-playing games as an effective and emotionally comfortable form of education. Based on Action Research and project-based learning the authors developed an action strategy, substantiated the principles of its implementation, the degree of intervention and external support while maintaining psychological comfort and the level of student autonomy. The authors found that increased involvement is also determined by the freedom to choose the focus of the project, a meaningful professional context, successful team work and effective management of the educational process. The results of the intervention helped the authors to develop recommendations for replicating and scaling up the experience gained. Conclusions. In conclusion, inferences are made about the importance of effective external management for increasing motivation among the students. It has been proven that a sufficient level of intervention in the educational process and external support allow for higher degree of engagement and motivation in learning majors. Conclusions are also made about the Action Research method as a basis for effective management of the educational process, solving didactic problems, adjusting teaching interventions and assessing the results obtained.

A STUDY ON LINGUISTIC ETHNOGRAPHY OF TEACHING-LEARNING ENGLISH IN ELT CLASSES: THE CASE OF HINDE JUNIOR SCHOOL

The study intended to explore the linguistic ethnography of teaching and learning English in English language teaching classes. An ethnographic case study design was employed on three English teachers. The school and teachers were selected purposively. Both observation and interview questions were given to language experts to ensure the validity and reliability of the tools. Teachers were observed and interviewed, and notes were taken. Following, data was collected, coded, categorized, and analyzed thematically. The Cultural Activity Theory (CHAT) model was used, and intervention was made. The result of the study revealed that English lesson provision in Hinde Junior School was dominated by traditional teaching. In contrast, communicative and participatory teaching was left out because of the absence of eclectic teaching methods, large class sizes, and a shortage of English textbooks. However, intervention was provided. Teachers were provided with training and support for their students to increase their use of effective and varied teaching methods. As a result, changes were seen, and teachers could use eclectic and participatory teaching methods. Besides, extra books were borrowed from the neighboring schools and provided to students. For large class size-related problems, a discussion was held with the school, and these problems were solved with the community and other concerned bodies. Therefore, teachers’ training on the application of eclectic teaching methods and student support should be provided, whereas books should be borrowed from other schools. Schools, community, and other concerned bodies should work collaboratively to overcome problems related to large class sizes.

The work performed through interprofessional meeting discourse: an observational study

ABSTRACT The effectiveness of work performed through interprofessional practice is contingent on the nature and extent of communication between professionals. To date, there is little research exploring how the patterns of communication may impact interprofessional work. This study focused on communication during interprofessional meetings to better understand the interprofessional work performed through these encounters. Specifically, it examined how interactional discourse, that is, the patterns of language, influenced work performed during interprofessional meetings. A series of four interprofessional meetings in a rehabilitation unit were observed. Twenty-one participants were observed, including medical, nursing, allied health clinicians, and health professions students. Follow-up stimulated-recall interviews were conducted with five meeting participants. The data collection consisted of video and audio recordings and detailed field notes. Data were analyzed using a combination of genre analysis, a form of discourse analysis, and activity system analysis, drawing on Cultural Historical Activity Theory. This facilitated an in-depth examination of the structure of discourse and its influence on meeting outcomes. The meeting structure was defined and predictable. Two distinct forms of discourse were identified and labeled scripted and unscripted. Scripted discourse was prompted by standardized documents and facilitated the completion of organizational work. In contrast, unscripted discourse was spontaneous dialogue used to co-construct knowledge and contributed to collaboration. There was constant shifting between scripted and unscripted discourse throughout meetings which was orchestrated by experienced clinicians. Rather than fragmenting the discussion, this shifting enabled shared decision making. This research provides further insights into the interprofessional work performed during interprofessional meetings. The scripted discourse was highly influenced by artifacts (communication tools) in meetings, and these were used to ensure organizational imperatives were met. Unscripted discourse facilitated not only new insights and decisions but also social cohesion that may influence work within and outside the meeting.

Activity Theory Study of China’s Rural Book House Project

This study explores why China’s rural information projects tend to be inefficient by identifying the dynamic mechanisms driving the construction and development of China’s Rural Book House Project (RBHP). A qualitative survey was used to collect data from 35 participants in the RBHP and to analyze the data through the lens of activity theory. Two dynamic mechanisms were found, namely power coordination and benefit protection, with the former characterized by compulsion, self-interest, and inefficient punitive measures and the latter by the participants’ differing objectives when pursuing benefits. The interaction of these mechanisms drove the RBHP forward. The findings of the study suggest the development process of the RBHP and other similar projects need to be reanalyzed from an integrative, dynamic and connected perspective. By way of concluding, insights concerning the measures the Chinese government could take to resolve the issues confronted in rural information service development as well as the need for information professionals to take a critical stance toward their community practice are offered.

Possibilities in teaching planning to make mathematical knowledge accessible to students with autism spectrum disorder

This article presents part of the analysis conducted in a study to indicate and substantiate possibilities for planning mathematics teaching in the initial years of basic education for students with autism spectrum disorder. Engeström’s activity theory guided the investigation as a theoretical and methodological tool, directing data organization and the design of the analyses. This qualitative study had activities prepared by teachers as its data source. The research revealed that, for the teaching process to effectively contribute to mathematics learning by students with autism spectrum disorder, elements that allow the planning of teaching activities based on the construction of meanings of the mathematical objects studied and the development of skills that precede them must be considered.

Multilingual authors ‘standing taller’ in arts-rich translanguaging spaces

Viewed through the monolingual English-only lens characteristic of many Australian schools, plurilingual students are often positioned as being in deficit as language and literacy learners and struggle to find their way into a writer’s identity. The importance of creating a translanguaging space to support plurilingual learners is well established in the literature. In the current case study involving a class of Year 4 students from a Melbourne school who took part in a six-week arts-rich book making experience, we addressed a gap in the literature by making visible how elements of the ‘translanguaging space’ interact to support students to come to see themselves as resourceful multilingual writers. Using Activity Theory, we found that the elements that supported the development of students’ multilingual writers’ identities consisted of the creation of a translanguaging space, the use of arts experiences to lead language interactions, the explicit introduction of translanguaging in a multimodal arts-rich space, and opportunities to apply translanguaging as multilingual writers. We argue that the playful multimodal opportunities for meaning making facilitated by arts experiences can support students to build identities as multilingual writers by providing a variety of multimodal entry points to that identity.

An active inference approach to interpersonal differences in depression

Depression is characterized by different distortions in interpersonal experience and behavior, ranging from social withdrawal to overt hostility. However, clinical psychological research has largely neglected the need for an integrative framework to operationalize these different phenomena and their dynamic change more accurately in depression. In this article, we draw on active inference theory, a comprehensive theory of perception, action, and learning, to provide a formal model explaining how variations in patients' internal belief-systems lead to differences in social experience and behavior. In this context, we assume that individuals cannot directly grasp the characteristics of their social environment. Instead, they must infer them indirectly from ambiguous social observations, which they themselves generate and alter through their actions. Differences in interpersonal experience and behavior arise from the interplay of patients’ prior expectations, their propensity to infer particular social states from certain observations, and their beliefs in their ability to influence these situations through specific actions. We then use concrete examples to demonstrate how future research can take our approach to identify systematic differences in interpersonal experiences and behaviors among depressed patients (or patient subgroups) and to investigate their changes in response to new social experiences. We also discuss potential applications of our approach in diagnosing and treating depression. This work is a move towards understanding the interpersonal aspects of depression in more detail, recognizing their importance in etiology, diagnosis, and treatment.

The Value of Pretend Play for Social Competence in Early Childhood: A Meta-analysis

According to Vygotsky’s cultural-historical activity theory, pretend play can be an important context for the development of children’s social competence. The aim of this meta-analysis was to synthesize the current evidence about the relation between pretend play and social competence in early childhood (age 3–8 years). A systematic literature search of PsycINFO, ERIC, and Web of Science identified a total of 34 relevant empirical studies. The included studies were systematically coded and categorized for pretend play and social competence. Overall, the findings of this meta-analysis reveal a positive relation between pretend play and social competence, irrespective of how the latter was measured. The relation between pretend play and social competence was slightly negatively impacted by children’s age, suggesting that the relation weakens as children get older. Studies measuring the amount of pretend play found lower correlations between pretend play and social competence than studies measuring the quality of pretend play. Most included studies adopted a cross-sectional design, so claims about causal effects could not be supported. Future research is required to determine the direction of causality and potential mechanisms that may explain the relation between pretend play and social competence.

Reconceptualizing online offenses: A framework for distinguishing cybercrime, cyberattacks, and cyberterrorism in the Indian legal context

From a legal standpoint, there are significant disparities in treating online offenses targeting individuals, organizations, and nation-states. These disparities arise due to influences that vary discreetly based on crucial factors such as the target, motive, or impact. This article draws upon the Information Technology Amendment Act (ITAA) of 2008 in India, analyses how these factors regulate online crimes, and thereby conducts a comprehensive analysis of current literature to differentiate cybercrime, cyberattacks, and cyberterrorism. The proposed framework includes a target-impact (intent) model to differentiate illicit online activities, complemented by a discussion on the actor-intent model, which emphasizes their treatment and implications within the legal context. The article explores the target-impact (intent) definition of cybercrime, highlighting its significance in capturing the cyber aspect and differentiating it from cyberattacks. Case studies are presented to illustrate these distinctions effectively. Furthermore, the article highlights variations in mitigation strategies, investigative protocols, punitive measures, and legal consequences corresponding to the identified classifications. Lastly, it incorporates insights from theoretical criminology and sociology, discusses how the proposed target-impact (intent) model aligns with the routine activity theory, and attempts to distinguish online crimes using the institutional theory.

Етична економіка як методологічний виклик постмодернізму

The article is devoted to the problem of the compatibility of the economic and ethical foundations of entrepreneurial activity. In the conditions of postmodernism, their connection is blurred by a complex interweaving of economic and ethical motives. The conclusions of researchers who study this issue often contradict actual practice. Moreover, in postmodern philosophy, ethics in the general theoretical sense was not only underestimated, but also not regarded as an acceptable phenomenon. That is why science has not developed a complex of intellectual actions that would have a universal character to neutralize the negative consequences of postmodernism. Considering the growing role of ethical issues in the modern society and their lack of development in the economic environment, it is reasonable to analyze the series of works of the German economist, philosopher and sociologist Peter Koslowski. In his studies, the issues of bridging the gap between ethics and economic rationality associated with postmodernism as a special historical era, which is characterized by a number of specific features that are critical to the emergence and deepening of socio-economic risks, are discussed in a balanced and objective manner. Due to this it is relevant to define the problems of the theory of ethical economy not in isolation, but in interaction and mutual influence with modern transformation processes of postmodernism. The productive attempt to consider these issues was made by Peter Koslowski in his fundamental works: «Postmodern Culture», «Principles of Ethical Economy», «Ethics of Banking». The purpose of this article is to consider, based on the conceptualization of Peter Koslowski’s methodological position, the theoretical concept of ethical economy as a potentially important factor in overcoming the ethical neutralization of the economic system in the postmodern period. The novelty is the definition of ethical economy as a universal theory of rational activity, which takes into account the interaction of various socio-economic factors — ethics, economy and finance, law, sociology, history — which allows it to be interpreted as a multi-subject scientific discipline, the semantic contexts of which determine behavioral choice of economic entities, consumer and humanitarian expectations of the population. The methods of hermeneutics, analysis and synthesis, comparison, abstraction and generalization were used in the research. The main conclusions of the article are characterized by theoretical innovations that can provoke methodological discussions and ultimately contribute to an in-depth study of the multifaceted issues of ethical economy. The detailed and logically consistent concept of ethical economy as a system of economic views on a fair economic order during the period of change of world history eras, change from modernity to postmodernity is presented. The normative side of ethical economy includes legal obligations, which can be properly implemented in laws. In the triad of law, ethics and economics, the principle of efficiency and social justice applies to both law itself and ethics and should be used in the development of adequate legislation.

Reconstructing a teachers' discourse to build inclusive interactions using positive discourse analysis and a formative intervention program

ABSTRACT This study aimed to transform the discourse of an English teacher to build peace and promote inclusive interactions, democracy, and social justice in the classroom with students with disabilities. It used formative interventions and positive discourse to transform the teacher’s activity system regarding a teacher’s discourse. Research has explored whether teachers’ discourse promotes a peaceful environment, revealing signs of discrimination and symbolic violence. Studies have focused on raising awareness of the power of teachers’ discourse to generate an understanding of its impact. Nevertheless, little is known about teachers’ discourse transformation to promote inclusive interactions while teaching English to students with disabilities. The study is framed under the theoretical underpinnings of activity theory aimed at transforming teachers’ praxis. Results showed transformation in the teacher’s discourse in three main elements: subject, object, and mediation tools.

Д.Б. Эльконин о развитии способностей ребенка: взгляд с позиций концепции произвольного воспроизведения

<p>In 2024, the attention of Russian scientific community is focused on the most important date, the 120th anniversary of the birth of Daniil Borisovich Elkonin, the author of the psychological theory of children's play, co-author of the theory of educational activity. The article analyzes the views of D.B. Elkonin on the development of children’s skills from the standpoint of the author’s concept of reproduction of an activity. Arbitrary activity reproduction is a purposeful reconstructive-reproductive process, relatively independent from memorization, characterized by individual originality, manifested in the quantity and quality of recall of previously memorized information for the purpose of future activity based on a certain level of its understanding and comprehension. We consider mnemonic abilities as tools for memorizing, reproducing, forgetting, recognizing and preserving any material. It is shown that the concept of arbitrary activity reproduction of educational material implement an activity-based approach to the development of skills. The research results prove the importance of developing children’s cognitive skills and abilities through the pupil’s mastery of educational activities — associative-indicative, analytical-synthetic, control-evaluative.</p>

Школа Д.Б. Эльконина - В.В. Давыдова: от истории к перспективам

<p>The article is an introdution to the project “A Model of a Modern School Based on the System of Developmental Education of D.B.Elkonin - V.V.Davydov”. It was presented to the Presidium of the Russian Academy of Education in 2013. Based on more than half a century experience in the development and implementation of a developmental learning system in the practice of experimental Moscow school 91, the authors prove the relevance of the project in solving the basic problems of modern education. The orientation of the developmental learning system on the principles of activity theory provides an opportunity to achieve high meta-subject results. A retrospective analysis of the stages of the formation of the developmental learning system allows not only to confirm the importance of its fundamental theoretical provisions, but also to identify points of growth,to determine the prospects for further development. The article presents a list of problems, which must be solved in order to achieve an effective implementation of developmental learning in modern educational practice. There is a detailed list of practical content (textbooks, manuals, methodological recommendations, workbooks) created by the authors of educational programs for students of different ages and for teachers.</p>

Э.В. Ильенков о свободе воли

<p>Evald Ilyenkov’s works explores the issue of free will within the framework of activity theory. According to him, the concept of freedom is linked to the general activity of living beings in the external world and to the purposeful nature of this activity. Human freedom, or the ‘freedom of the will’, is treated as acting in accordance with the “purpose of the species”, that is, the interests of human society. The will is a psychological function that subordinates an individual’s activity to the goals and norms of social life. Alternative doctrines postulate free will as an immediate “fact of consciousness”, discovered through introspection and underlying human activity. This is where traditional empirical psychology intersects with the physiological doctrine of the unconditional reflex of freedom. Ilyenkov regards such a conception of free will as a “psychological illusion” and examines the implications of this illusion in the classic experiments of academician Ivan Pavlov. The article offers a cultural-historical perspective on the development of the human mind as a process of increasing free will: the emancipation of mental activity from the captivity of natural affects through the use of cultural tools and man’s rational understanding of the world and himself.</p>