Staff Profiles
Dr Seth Chaiklin
Reader
Research Interests
- Professional practice development
- Subject-matter teaching and learning
- Cultural-historical science
Prospective PhD students: Enquiries to do doctoral research in any of the preceding areas are welcome.
Specific possibilities include:
- analysis or development of a specific practice (e.g., teaching, professional, vocational);
- use of cultural-historical psychology (e.g., Davydov, El'konin, Leontiev) in relation to educational or work practices;
- use of historical and materialist analysis and/or dialectical theory in relation to some aspect of societal practice;
- could involve concepts like reification, alienation, societal need, motive.
Teaching Programmes
- BA (Hons) Childhood, Youth and Education Studies
- MA in Education
- Doctor of Philosophy (PhD)
- Doctor of Philosophy (EdD)
Activities & Links
Practice Laboratory focuses on the origins, development, and transformations of human practices, from both individual and collective perspectives.
2002-2008: President, International Society for Cultural and Activity Research (ISCAR)
Key Publications
Book/s
Hedegaard, M. and Chaiklin, S., 2005. Radical-local teaching and learning. Aarhus, Denmark: Aarhus University Press.
Chaiklin, S., 2001. The theory and practice of cultural-historical psychology. Aarhus, Denmark: Aarhus University Press.
Chaiklin, S., Hedegaard, M. and Jensen, U. J., eds., 1999. Activity theory and social practice: Cultural-historical approaches. Aarhus, Denmark: Aarhus University Press.
Chaiklin, S. and Lave, J., eds., 1993. Understanding practice: Perspectives on activity and context. Cambridge: Cambridge University Press.
Book Sections
Chaiklin, S., 2012. Forthcoming. Dialectics, politics and contemporary cultural-historical research, exemplified through Marx and Vygotsky. In: Daniels, H. R. J., ed. Vygotsky and Sociology. Abingdon: Routledge.
Chaiklin, S., 2012. A conceptual perspective for investigating motive in cultural-historical theory. In: Hedegaard, M., Edwards, A. and Fleer, M., eds. Motives in Children's Development: Cultural-Historical Approaches. Cambridge: Cambridge University Press, pp. 209-224.
Hedegaard, M. and Chaiklin, S., 2011. Supporting children and schools: A development and practice centred approach for professional practice and research. In: Daniels, H. and Hedegaard, M., eds. Vygotsky and special needs education: Rethinking support for children and schools. London: Continuum, pp. 86-108.
Chaiklin, S., 2011. The role of 'practice' in cultural-historical science. In: Kontopodis, M., Wulf, C. and Fichtner, B., eds. Children, Development and Education: Cultural, Historical, Anthropological Perspectives. Dordrecht: Springer, pp. 227-246.
Chaiklin, S., 2011. Всего восемьдесят лет, и все еще растем: «разговор» С Володей Зинченко о теории деятельности [Eighty years young, and still growing: "Conversation" with Voloyda Zinchenko and theory of activity]. In: Щедриной, Т. Г., ed. Стиль мышления: проблема исторического единства научного знания. К 80-летию Владимира Петровича Зинченко. Moscow: Российская политическая энциклопедия (РОССПЭН), pp. 175-186.
Sievert, A. and Chaiklin, S., 2010. Betydning af sygeplejeteori i faglige undersøgelser: belyst i et spørgsmål – metode – konklusion perspektiv. In: Med sygeplejeteori som referenceramme – i forskning og udvikling. København: Gads Forlag, pp. 39-60.
Chaiklin, S., 2010. Die Zone der nächsten Entwicklung. In: Kaiser, A., Schmetz, D., Wachtel, P. and Werner, B., eds. Enzyklopädisches Handbuch der Behindertenpädagogik: Band 3: Bildung und Erziehung. Stuttgart: Kohlhammer, pp. 78-87.
Chaiklin, S., 2010. Educational research and practice: Why can’t we be friends? In: Eriksson, I., Lindberg, V. and Österlind, E., eds. Uppdrag undervisning — kunskap och lärande! Lund: Studentlitteratur, pp. 33-42.
Chaiklin, S., 2010. The dialectical development of cultural-historical research, with implications for research in special and inclusive education. In: Siebert, B., ed. Integrative Pädagogik und die Kulturhistorische Theorie (Band 5. Schriftenreihe Behindertenpädagogik und Integration). Frankfurt: Peter Lang, pp. 21-26.
Chaiklin, S. and Hedegaard, M., 2009. Het leren van vakinhouden en identiteitsontwikkeling: een 'radicaal-lokaal' perspectief. In: van Oers, B., Leeman, Y. and Volman, M., eds. Burgerschapsvorming en identiteitsontwikkeling [Civic Education and Identity formation]. Van Gorcum, pp. 161-170.
Chaiklin, S. and Hedegaard, M., 2009. Radical-local teaching and learning: A cultural-historical perspective on education and children's development. In: Fleer, M., Hedegaard, M. and Tudge, J., eds. Childhood Studies and the Impact of Globalization: Global and Local Policies and Practices. London: Routledge, pp. 179-198.
Chaiklin, S., 2007. Forholdet mellem viden og praksis: En vejviser for de desorienteret. In: Tangaard, L. and Brinkmann, S., eds. Psykologi: Forskning og profession. Kobenhavn: Hans Reitzels.
Chaiklin, S., 2007. Kulturhistorisk psykologi. In: Katznelson, B. and Karpatschof, B., eds. Klassisk og moderne psykologisk teori. København: Hans Reitzels.
Chaiklin, S., 2007. Relationer mellem forskningsviden og og praksis: En guide for den desorienterede. In: Brinkmann, S. and Tangaard, L., eds. Psykologi: Forskning & profession. Copenhagen: Hans Reitzels.
Chaiklin, S., 2006. Reflections on the future development of developmental teaching research. In: Giest, H., ed. Erinnerung für die Zukunft - Pädagogische Psychologie in der DDR. Berlin: Lehmanns Media.
Chaiklin, S., 2005. Danish pedagogical psychology in historical perspective. In: Ringsmose, C. and Baltzer, K., eds. Specialpædagogik ad nye veje. København: Danmarks Pædagogiske Universitet Forlag.
Chaiklin, S., 2003. The zone of proximal development in Vygotsky's theory of learning and school instruction. In: Kozulin, A., Gindis, B., Ageyev, V. S. and Miller, S. M., eds. Vygotsky's educational theory in cultural context. Cambridge: Cambridge University Press, 39--64.
Chaiklin, S., 2002. Developmental teaching in secondary schools. In: Wells, G. and Claxton, G., eds. Learning for life in the 21st century. Blackwell: Oxford, 167--180.
Hedegaard, M., Chaiklin, S. and Pedraza, P., 2001. Culturally-sensitive teaching in a Vygotskian perspective. In: Hedegaard, M., ed. Learning in classrooms. Aarhus, Denmark: Aarhus University Press.
Chaiklin, S., 2001. The category of 'personality' in cultural-historical psychology. In: Chaiklin, S., ed. The theory and practice of cultural-historical psychology. Aarhus, Denmark: Aarhus University Press, 238--259.
Chaiklin, S., 2001. The institutionalisation of cultural-historical psychology as a multinational practice. In: Chaiklin, S., ed. The theory and practice of cultural-historical psychology. Aarhus, Denmark: Aarhus University Press.
Chaiklin, S., 1999. Developmental teaching in upper-secondary school. In: Hedegaard, M. and Lompscher, J., eds. Learning Activity and Development. Aarhus, Denmark: Aarhus University Press, pp. 187-210.
Articles
Chaiklin, S., 2011. Review of 'Paul Paolucci, Marx’s Scientific Dialectics: A Methodological Treatise for a New Century, Haymarket Books, Chicago, 2009'. Marx & Philosophy: Review of Books, 2011.
Chaiklin, S., 2011. Social Scientific Research and Societal Practice: Action Research and Cultural-Historical Research in Methodological Light from Kurt Lewin and Lev S. Vygotsky. Mind Culture and Activity, 18 (2), pp. 129-147.
Chaiklin, S., 2007. Modular or integrated? An activity perspective for designing and evaluating computer-based systems. International Journal of Human-Computer Interaction, 22, pp. 179-197.