Critical Realist Activity Theory (Record no. 679)

MARC details
000 -LEADER
fixed length control field 02295 a2200289 4500
001 - CONTROL NUMBER
control field 113891939X
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20250317100356.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 250312042015GB eng
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number 9781138919396
037 ## - SOURCE OF ACQUISITION
Source of stock number/acquisition Taylor & Francis
Terms of availability GBP 45.99
Form of issue BB
040 ## - CATALOGING SOURCE
Original cataloging agency 01
041 ## - LANGUAGE CODE
Language code of text/sound track or separate title eng
072 7# - SUBJECT CATEGORY CODE
Subject category code JHB
Source thema
072 7# - SUBJECT CATEGORY CODE
Subject category code JNM
Source thema
072 7# - SUBJECT CATEGORY CODE
Subject category code JNAM
Source thema
072 7# - SUBJECT CATEGORY CODE
Subject category code JHB
Source bic
072 7# - SUBJECT CATEGORY CODE
Subject category code JNM
Source bic
072 7# - SUBJECT CATEGORY CODE
Subject category code JNAM
Source bic
072 7# - SUBJECT CATEGORY CODE
Subject category code SOC026000
Source bisac
072 7# - SUBJECT CATEGORY CODE
Subject category code 370.1523
Source bisac
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Iskra Nunez
245 10 - TITLE STATEMENT
Title Critical Realist Activity Theory
Remainder of title An engagement with critical realism and cultural-historical activity theory
250 ## - EDITION STATEMENT
Edition statement 1
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Oxford
Name of publisher, distributor, etc. Routledge
Date of publication, distribution, etc. 20150522
300 ## - PHYSICAL DESCRIPTION
Extent 144 p
520 ## - SUMMARY, ETC.
Expansion of summary note Critical Realist Activity Theory provides an exciting new contribution to the New Studies in Critical Realism and Education series by showing how the nature of learning is tantamount to the critical realist notion of the dialectic. The science of learning is too important to leave solely to the sciences; it needs philosophy as well. The task of this book is to take a further step and clear the conceptual field for an ontologically grounded view of the science of learning through critical realism, making use of dialectical critical realism and the philosophy of meta-Reality, as well as basic critical realism. The objective of the book is neither to accommodate the nature of learning to strategies and techniques, nor to adjust to the demands of institutions and authorities. Its key goal is to explain how the very nature of learning constitutes itself; that is, its aim is to explain how a stratum of learning emerges out of the need to absent something that has been left out in human reality. In this precise sense, the book does much more than simply reveal the aspects of reality that have been omitted from the conceptualization of learning, it helps to reformulate a proper understanding of the nature of learning. An implication of this understanding of learning is that it begins to advance the fundamental question of what it means to be a human being. This book will be of great interest to academics and students interested in Vygotsky, Luria, Activity Theory and Critical Realism more generally across both Europe and the US.

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