![]() Lesson 2.How can we do this and what can we learn from doing so? We question how to describe and analyse the varied elements contributing to framing and aim at better understanding the complexity of framing design projects. Lesson 1.CT invites us to “interrogate dichotomies” (Morin, 2007). Activity theory (AT Russian: ) is an umbrella term for a line of eclectic social-sciences theories and research with its roots in the Soviet psychological activity theory pioneered by Sergei Rubinstein in the 1930s.What paradigm is CT attempting to shift? Activity Theory simultaneously considers the individual’s cognition and the social reality by focusing on activity systems that is, taking into account the knower’s history, motivations, mediating artefacts (language, tools, etc.), community, situation, and culture.Also taken up are additional lessons afforded by the theory, specifically, overcoming dualities, the need to distinguish a focal system from its environment for the purposes of investigation, and how generalizability can be achieved. These are discussed here as thirty aphorisms. Nevertheless, a metatheory still warrants object theories: in the case of second language development, a theory of language and a theory of learning. ![]() A metatheory has wide, transdisciplinary implications. I also relate how I have come to see CT as a metatheory. This is not to say that CT is without antecedents in history, some of which are mentioned in the chapter. These qualities make the non-reductionist, ecological, dynamic systems view that CT affords appropriate for our post-structural times. This is not surprising, considering the state of the modern world – its dynamism, interconnectivity, mobile populations, changing climate, pattern of unintentional consequences, space-time compression, and technological innovation. Interest in Complexity Theory (CT) is growing. complexity theory, as well as identifies advantages for the social sciences in incorporating complexity theory as a formal theory.
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