Abstract
Via a critical appropriation of ideas from cultural historical activity theory (CHAT), this paper addresses three shortcomings in adult learning theories: insufficient guidance regarding how to systematically analyze learning that occurs in everyday life; 2) absence of mechanisms for overcoming subject-object dualism; and 3) insufficient analytic consideration for collective subjects.
How to Cite:
Youn, C. G. & Baptiste, I., (2007) “Learning: A Processural Outcome of Human Activity”, Adult Education Research Conference 1(2007).
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