"Curriculum-based or ideology-based": An action research on China's curriculum-based ideology and virtuous awareness education in second language writing teaching: An activity theory perspective.

This study addresses the prevalent challenges in curriculum-based ideology and virtuous awareness education specifically focusing on the issues of insufficient understanding and exploration of curriculum-based ideology and virtuous awareness elements by Chinese college teachers in the use of second language writing textbooks, as well as the monotonous teaching activities and content models. In response to these challenges, a two-cycle action research was conducted to integrate second language writing teaching into curriculum-based ideology and virtuous awareness education within the framework of Activity Theory. Through teacher observations, interviews, and reflections from both teachers and students, findings were found that: 1) teachers should pay attention to practicing the compilation principles and concepts of textbook compilers, and deeply explore the ideological and political elements of unit themes and contents according to their principles and concepts; 2) the construction of curriculum-based ideology and virtuous awareness community for similar courses, especially the construction of virtual community, is the urgent need for teachers, and is also an effective way to select ideological and political materials; 3) the construction of curriculum-based ideology and virtuous awareness courses should be implemented in all dimensions of professional teaching with planning, forming a systematic teaching mode of curriculum-based ideology and virtuous awareness courses. The findings of this research offer valuable insights into the integration of foreign language education and curriculum-based ideology and virtuous awareness education, with the overarching goal of fostering value shaping, ability building, and knowledge imparting.

Comparing child and adult sexual homicides in Australia and New Zealand: A retrospective study.

The present study examined distinctions between child (n = 30) and adult (n = 212) sexual homicide offenders (SHOs) in Australia and New Zealand, contributing to the limited international research on the subject. Data, primarily sourced from judges' sentencing comments on AustLII and New Zealand Legal Information Institute, revealed significant differences. Child SHOs displayed elevated rates of pedophilia, sexual deviance, and adverse childhood experiences, including sexual abuse. They were more likely to be married, cohabitate, and target familial victims. Their crimes were more often committed during daylight and outdoors, involving tactics such as victim conning, restraints, strangulation, and hiding victim's bodies. No significant group differences emerged regarding offenders' psychopathy or sexual sadism scores. Results were interpreted in line with child SHOs' deviant sexual preferences and the routine activity theory. The study, as the first investigating child sexual homicides in Australia and New Zealand, sets the foundation for an evidence-based approach to policy and practice.

Enhancing students' agency in learning anatomy vocabulary with a formative intervention design.

One of the major challenges for health science students is the rapid acquisition of a new vocabulary in anatomy comprising several hundred new words. Research has shown that vocabulary learning can be improved when students are directed to vocabulary strategies. This paper reported a study with a formative intervention design inspired by Vygotsky's method of double stimulation. In this design, the students were put in a structured situation that invited them to identify the challenges in learning anatomy and then provided them with active guidance and a range of anatomy vocabulary learning strategies that scaffolded them to work out a solution to the challenge and develop their individualized anatomy learning resources. The data were collected from surveys, pre and postquiz results, and group discussion transcripts. The results revealed students perceived one of the main challenges in learning anatomy was learning, memorizing, and remembering many new words. A key finding in our study was that the formative intervention enhanced students' agency in creating resources for learning anatomy vocabulary. In addition, the development of their understanding showed a recursive form: from concrete experiences to abstract concepts and then to concrete new practices.

From service design thinking to the third generation of activity theory: a new model for designing AI-based decision-support systems.

Introduction: The rise of Artificial Intelligence (AI), particularly machine learning, has brought a significant transformation in decision-making (DM) processes within organizations, with AI gradually assuming responsibilities that were traditionally performed by humans. However, as shown by recent findings, the acceptance of AI-based solutions in DM remains a concern as individuals still strongly prefer human intervention. This resistance can be attributed to psychological factors and other trust-related issues. To address these challenges, recent studies show that practical guidelines for user-centered design of AI are needed to promote justified trust in AI-based systems. Methods and results: To this aim, our study bridges Service Design Thinking and the third generation of Activity Theory to create a model which serves as a set of practical guidelines for the user centered design of Multi-Actor AI-based DSS. This model is created through the qualitative study of human activity as a unit of analysis. Nevertheless, it holds the potential for further enhancement through the application of quantitative methods to explore its diverse dimensions more extensively. As an illustrative example, we used a case study in the field of human capital investments, with a particular focus on organizational development, which involves managers, professionals, coaches and other significant actors. As a result, the qualitative methodology employed in our study can be characterized as a "pre-quantitative" investigation. Discussion: This framework aims at locating the contribution of AI in complex human activity and identifying the potential role of quantitative data in it.

How to form shared objects to enhance university-school collaboration? A cultural-historical activity theory perspective.

Introduction: University-school (U-S) collaboration has proven to be an effective approach for teacher professional development, but it could be hampered by the lack of shared objects. To understand how shared objects are formed in U-S collaboration, this research established a university-school collaborated Change Laboratory in W primary school based on cultural-historical activity theory, which is under the background of Chinese teaching research activity. Methods: Recordings of meetings throughout the year were transcribed into texts and coded, and then analyzed via the method of grounded theory and contradiction analysis. Results: The findings reveal that, in comparison to previous studies regarding shared object formation process, this study identified an special phase named "experimental object," which highlights the significance of experimentation in U-S collaboration. Also, multiple contradictions are recognized as the driving force for shared object formation which would gradually transform into fundamental conflicts between tools. The main contradictions identified include those between scientific and daily concepts, university culture and school culture, as well as new experiment and old routine. Discussion: The current study implicates that U-S collaboration is an expansive learning process to acquire unknown knowledge, which necessitates both parties engaging in exploration and experimentation together. Furthermore, shared object formation within U-S collaboration requires participants to focus on developing teaching tools while consciously undergoing changes in aspects such as logic of thinking, culture and routine.

`It's not just linguistically, there's much more going on': The experiences and practices of bilingual paediatric speech and language therapists in the UK.

BACKGROUND: Despite the high prevalence of bilingualism in the United Kingdom, few speech and language therapists (SLTs) are bilingual themselves. Most SLT research on bilingualism has generated knowledge to inform service delivery for bilingual clients, but few studies have investigated how being a bilingual SLT influences one's professional experiences and practices. Better understanding the unique positionality of bilingual SLTs can yield critical insights to meaningfully address issues of diversity, inclusion and equity in the profession. AIMS: To investigate the experiences and practices of bilingual paediatric SLTs in the United Kingdom through the lens of Cultural-Historical Activity Theory-International Classification of Functioning, Disability and Health (CHAT-ICF), a new theoretical framework developed to conceptualise the activities of professionals working in the field of disability. METHODS: In this qualitative study, 19 bilingual paediatric SLTs practising in the United Kingdom were interviewed individually. Participants were recruited through a snowball sampling strategy, and semi-structured interviews conducted online. The data were analysed using reflexive thematic analysis and following a hybrid inductive-deductive approach to map the results onto the CHAT-ICF framework. RESULTS: Six overarching components of the CHAT-ICF framework hosted the 12 sub-themes identified to capture the experiences and practices of bilingual SLTs: (1) Subject (intersectionality); (2) Tools (language skills, education, clinical resources); (3) Rules (systemic barriers, sense of responsibility); (4) Community (sense of inclusion); (5) Division of labour (parents, colleagues); and (6) Practice (empathy with children, holistic mindset, flexible approaches). The use of the CHAT-ICF theoretical lens revealed two fundamental structural phenomena: (1) the distribution of sub-themes across many components of CHAT-ICF demonstrated that being a bilingual SLT is a multifactorial experience; and (2) the chain reactions between sub-themes illustrated the dynamic nature of bilingual SLTs' experiences which can be harnessed to challenge marginalisation and promote equity in the profession. CONCLUSION & IMPLICATIONS: This is the first qualitative study to date to provide in-depth insights into the experiences and practices of bilingual SLTs in the United Kingdom. These insights can be mobilised to inform the meaningful inclusion of bilingual SLTs in workforce planning efforts and service development. Recommendations include using intersectional lenses, providing cultural and anti-racism awareness training to SLTs, developing more diverse clinical resources and flexible approaches for bilingual families, valuing bilingualism in recruitment processes and increasing accountability at the leadership level. Research giving voice to bilingual SLTs, and other underrepresented demographics in the SLT workforce, can catalyse action to promote a more diverse and inclusive profession in line with the Royal College of Speech and Language Therapists' strategic vision 2022-2027. WHAT THIS PAPER ADDS: What is already known on the subject Most research on bilingualism in speech and language therapy is focused on issues related to service provision and delivery for bilingual clients with little consideration for bilingual speech and language therapists' (SLTs) unique positionality. A few survey studies have shown that bilingual SLTs report significantly higher competency and greater confidence when working with clients who speak multiple languages, but there are significant gaps in understanding how bilingualism impacts other aspects of their professional experiences. What this paper adds to existing knowledge This is the first study to provide in-depth insights into the experiences and practices of bilingual SLTs in the United Kingdom. We show that being bilingual profoundly impacts many aspects of their professional experiences, including their clinical identity, skillset, sense of inclusion in the workplace, work relationships and clinical approaches. Bilingual SLTs expressed developing trust relationships with bilingual families and adopting flexible approaches to account for their clients' environmental factors, all of which can contribute to more equitable SLT services. This study also makes a novel contribution by proposing and using the Cultural-Historical Activity Theory-International Classification of Functioning, Disability and Health (CHAT-ICF) framework to conceptualise and investigate SLTs' experiences and practices. What are the potential or actual clinical implications of this work? This study provides evidence-based recommendations to inform progress towards the Royal College of Speech and Language Therapists' strategic vision 2022-2027 and the diversification of the profession. Actions to support bilingual SLTs and diversify the profession include shifting a rigid mindset of linguistic and cultural `competence' to self-growth and awareness, developing more diverse clinical resources and flexible approaches for bilingual families, valuing bilingualism in SLT recruitment processes and career progression and increasing accountability and leadership around issues of diversity in the workplace. The novel CHAT-ICF framework has the potential to be used to support therapists' reflexivity in their practice or structure audits of rehabilitation services. Intersectionality theories and transformative processes can catalyse positive change in clinical services and research around bilingualism.

Co-development of client involvement in health and social care services: examining modes of interaction.

PURPOSE: The involvement of clients in service encounters and service development has become a central principle for contemporary health and social care organizations. However, in day-to-day work settings, the shift toward client involvement is still in progress. We examined how health and social care professionals, together with clients and managers, co-develop their conceptions of client involvement and search for practical ways in which to implement these in organizational service processes. DESIGN/METHODOLOGY/APPROACH: The empirical case of this study was a developmental intervention, the client involvement workshop, conducted in a Finnish municipal social and welfare center. The cultural-historical activity theory (CHAT) framework was used to analyze the development of client involvement ideas and the modes of interaction during the intervention. FINDINGS: Analysis of the collective discussion revealed that the conceptions of client involvement developed through two interconnected object-orientations: Enabling client involvement in service encounters and promoting client involvement in the service system. The predominant mode of interaction in the collective discussion was that of "coordination." The clients' perspective and contributions were central aspects in the turning points from coordination to cooperation; professionals crossed organizational boundaries, and together with clients, constructed a new client involvement-based object. This suggests that client participation plays an important role in the development of services. ORIGINALITY/VALUE: The CHAT-based examination of the modes of interaction clarifies the potential of co-developing client-involvement-based services and highlights the importance of clients' participation in co-development.

Setting the Theater for Creativity: Proposal for Integrating Temporal and Spatial Artificial Mnemonics as a Qualitative Artificial Development of the Autobiographical Naturalistic Mnemonics (AM).

Mnemonics are not only tools that empower memory but also have a significant role in qualitatively transforming mental functions and, hence, consciousness in general. A specific type of mnemonics is autobiographical mnemonics (AM) constructed of spatial, temporal, and semantic dimensions used in a naturalist form by individuals about their own experiences. This paper proposes a spatial-temporal mnemonic that transforms AM from a naturalist level into an artificial one. We consider allowing the intellect and consciousness to grasp the abstract flow of time in the global context of geography will contribute to setting the stage for creativity. By explicitly representing the abstract time-space theater, the intellect (the world view) is more able to reflect the abstract laws of reality (the world), hence, to make the intellect sphere objectively equipped to externalize the emerged meanings (the internalized reality) that reflect the internal content of experience and, hence, make sense of them as a crucial function in creative activity. The paper is a theoretical and methodological step for the empirical part of the proposal when the mnemonic should be used as a training tool to empower creativity factors.

Using cultural historical activity theory to understand how post-graduate residents perform discharge planning at a medical center in Taiwan.

BACKGROUND: Despite the importance of discharge planning in physicians' education, currently in most countries, no identical training is provided. Difficulties in promoting physician discharge planning education in Taiwan are still noted. This study aims to find the physicians' role of discharge planning training in educating post graduate year residents (PGY) in Taiwan. MATERIALS AND METHODS: We took advantage of government and hospital policies that promote the discharge planning program to teach and implement it, beginning with PGY residents by incorporating it into their training program. We recruited 30 PGY residents who were attending their three-month general internal medicine training from 2018 to 2019. They were interviewed at the end of the program using cultural-historical activity theory (CHAT). Qualitative research methods were used to further understand how discharge planning and care was implemented. RESULTS: Trainees initially believed that they did not have any role in discharge planning. Using the cycle of expansive learning, we found that the role of physicians in discharge planning was unclear. There were still some inconsistencies in the teaching and implementation of the discharge planning program for PGY residents that needed to be resolved, but this study also let participants learn through practice to improve their identification of discharge planning. CONCLUSIONS: This study analyzed the impact of a discharge planning program for PGY physicians in Taiwan. It showed that the program affected physicians' practice and medical education, although some contradictions remain.

Between Meanings and Senses-Making Spaces: Agency and Ownership Emergence Formalization from Cultural-Historical Activity Theory Position, for an AI-Friendly Model.

Sense of agency and sense of ownership are considered crucial in autonomous systems. However, drawbacks still exist regarding how to represent their causal origin and internal structure, either in formalized psychological models or in artificial systems. This paper considers that these drawbacks are based on the ontological and epistemological duality in mainstream psychology and AI. By shedding light on the cultural-historical activity theory (CHAT) and dialectical logic, and by building on and extending related work, this paper attempts to investigate how the noted duality affects investigating the self and "I". And by differentiating between the space of meanings and the sense-making space, the paper introduces CHAT's position of the causal emergence of agency and ownership by stressing the twofold transition theory being central to CHAT. Furthermore, a qualitative formalized model is introduced to represent the emergence of agency and ownership through the emergence of the contradictions-based meaning with potential employment in AI.

A Systematic Review of Lifestyle-Routine Activity Theory in the Context of Direct-Contact Sexual Victimization.

Studies have extended and applied lifestyle-routine activity theory (L-RAT) to direct-contact sexual violence (SV). Yet, operationalizations of theoretical concepts-exposure, proximity, target suitability, and guardianship-have not been consistent across studies within this context, and therefore the ultimate conclusions on the robustness of the theory remain an open empirical question. In this systematic review, we compile scholarship on the application of L-RAT to direct-contact SV to identify how core concepts have been operationalized as well as their association with SV. Studies met the inclusion criteria if they were published before February 2022, examined direct-contact sexual victimization, and explicitly categorized measures into one of the aforementioned theoretical concepts. Overall, 24 studies met the inclusion criteria. Certain factors, such as alcohol and substance use as well as sex behaviors, emerged as consistent operationalizations of exposure, proximity, target suitability, and guardianship across studies. Alcohol and substance use, sexual orientation, relationship status, and behavioral health conditions were common correlates of SV. Nevertheless, there was considerable variability in measurement and significance, clouding how these factors affect risk of SV. In addition, several operationalizations were unique to single studies, reflecting context-specific operationalizations about the population and research question at hand. Conclusions drawn from this work have implications for the generalizability of the body of knowledge related to the application of L-RAT to SV and identify the need for systematic replication efforts. Implications for future research, especially as it relates to replication efforts and claims around generalizability, are discussed.

Assessing online sexual exploitation among secondary school students in Tanzania from a routine activity theory perspective.

OBJECTIVES: In this study, we first assessed whether four routine activity theory (RAT) variables (Internet exposure, target suitability, proximity to offender, and guardianship) determine Tanzanian adolescents' online sexual exploitation (OSE). Second, we identified two types of guardianship that moderate the relationships between these variables and adolescents' OSE. Third, we assessed the moderating effect of locality (rural area) on the relationships among the RAT variables and OSE. METHOD: Our analysis was based on a stratified random sample of 1014 secondary school adolescents aged 12-20 years (M = 15.67; SD = 1.35) recruited from urban and rural regions of Tanzania. We used Poisson regressions to test the main effects of the RAT variables and the moderating effects of two types of guardianship and locality on OSE. RESULTS: We found that OSE increased with the suitability of the respondents and with online exposure. Social guardianship had a moderating effect on OSE by reducing the positive influence of target suitability. Living in a rural area also had a moderating effect on OSE through reinforcing the effect of proximity to potential perpetrators in cyberspace. CONCLUSION: RAT can effectively increase our understanding of the OSE of minors in Tanzania. Furthermore, social rather than physical guardianship can mitigate the risk factors of OSE.

Activity-Based Approach to the Teaching and Psychology of Insightful Problem Solving: Scientific Concepts as a Form of Constructive Criticism.

Background: This article is dedicated to the 100-year anniversary of the birth of N.F. Talyzina and contains an assessment of the prospects for developing ways to master a scientific concept, in theories of learning according to the activity approach. The assessment takes into account achievements following the approach of L.S. Vygotsky, the "conceptual changes" approach, and theories of the psychology of insightful problem solving. Objective: To demonstrate the necessity and productivity of the activity approach to scientific concepts that students learn as forms of constructive criticism. Method: A comparative analysis of the theories of the activity approach to learning, the approach of L.S. Vygotsky, the "conceptual changes" approach, and theories of the psychology of insightful problem solving, from the standpoint of identifying the most effective way of mastering scientific concepts. Results: The main substantiated thesis of the article is that mastery of a scientific concept is most effective when it is presented as a form of constructive criticism of another concept. Conclusion: Taking into account the conceptual forms of constructive criticism allows us to outline the actual paths of development of the activity approach to learning. These forms were developed, on the one hand, through the methodology of science, and on the other, in a less developed way, through the psychology of insightful problem solving, with reliance on certain forms of "critical" action. In particular, when using a special kind of obstacle to teach a task, it is proposed to use the analysis of "full insight" to reveal a special type of reason for an erroneous action.

The Contributions of Nina Fedorovna Talyzina to Research Developed in Brazilian Postgraduate Programs.

Background: Nina Fedorovna Talyzina was a Russian psychologist, whose theories have been applied in educational research in many countries around the world, including Brazil. Her name is mainly connected to the Activity Theory of Learning (ATL), which has been dubbed the Galperin-Talyzina system of developmental didactics. Objective: Investigate how N.F. Talyzina's ideas are applied in dissertations and theses developed in postgraduate programs in Brazil. Design: Our research was a bibliographic review which used the state of the question method to examine how Talyzina's ideas are applied in Brazilian academic publications. Data were gathered from three responsible databases - the Brazilian Digital Library, the CAPES Catalogue, and the Institutional Repositories (1987-2022). The method of content analysis was used for data analysis, according to pre-determined categories. Results: We found a prevalence of research based on the methodology of formative experiments carried out at different educational levels. Skills, scientific concept- formation, and problem-solving were the objects of investigation in most of the studies. The ideas proposed by L.S. Vygotsky, A.N. Leontiev, P.Ya. Galperin, and V.V. Davidov were expressed through references to Talyzina's work as the theoretical basis of many studies, thus evidencing a crucial dialogue with the Cultural-Historical School (CHS). Conclusion: Our study points out the growing interest in Talyzina's ideas, specifically her Activity Theory of Learning, which can be attributed to comprehensive dialogues with the ideas of L.S. Vygotsky and A.N. Leontiev which predominate in Brazilian research.

Teaching in the Light of Activity Theory Applied to Preschool: Reflections on Brazilian Practice.

Background: Activity Theory applied by the teacher to preschool education favors the development of new psychological formations, such as perception, attention, memory, thought, language, and voluntary self-regulation, which prepare the child for school. Objective: To highlight the contributions of N.F. Talyzina based on Activity Theory applied to preschool education and to reflect on the theory's use in the Brazilian education system. Design: This article is theoretically built from research in a sandwich doctorate program in Puebla, Mexico and internship supervision practices for psychologist training at a public university in Brazil's central-west region. Results: Activity Theory is seldom applied to teaching, including in Brazil, and there is little knowledge about the scientific contributions of one of its practitioners, the late N.F. Talyzina. We chose the preschool stage as the focus of our reflections, and we maintain that the introduction of role-playing as the main activity in early childhood education promotes the development of psychological neoformations and prepares the child for the next stage of school. Finally, we present the internship practices in applied psychology in a Brazilian children's group, with evidence of advances. Conclusion: There is a need for expansion of the formative experiments reported here to the Brazilian population, for scientific dissemination of the results, and promotion of teacher training and qualification in Activity Theory.

Voluntary Control of Cognitive Activity in Preschool Children: Age-dependent Changes from Ages 3-4 to 4-5.

Background: Voluntary control of goal-directed behavior and mental activity in preschool children plays a key role in knowledge acquisition and future academic achievement. Studies of voluntary control have mainly concerned 6-8-year old children; much less is known about the ability to exercise voluntary control at early ages. Due to the high prognostic value of the level of development of voluntary control and heterogeneous development of their individual components, it seems actually useful to study age-related changes of these components in children from 3-4 to 4-5 years old. Objective: To compare age-related changes in executive functions (EF) in children age 3-4 years (mean age: 3.5±0.2 yrs; n = 49; 31 boys) and 4-5 years (mean age: 4.5±0.3 yrs; n = 70; 35 boys). Design: To assess the different components of EF we used: 1) a qualitative group and individual testing procedure based on the principles of Luria's theory of the dynamic localization and organization of higher mental functions; and 2) a computerized testing procedure which included the Bourdon-Wiersma cancellation test, the "Hearts and Flowers" conflict test (the Dots task), and the Corsi block-tapping test. Results: The results showed that different components of voluntary control developed at different rates (heterochronically): there were significant progressive changes from 3-4 to 4-5 years for working memory, assimilation of instructions, switching between separate actions, selective concentration on a target or task, and the distribution of attention. Some other components of EF did not show significant positive dynamics during this period. Conclusion: The results indicate the importance of applying the activity theory approach to the development of cognitive processes in preschool age.

Current research trends on cognition, integrative complexity, and decision-making: a systematic literature review using activity theory and neuroscience.

Introduction: This article presents a systematic literature review that follows the PRISMA and PICOS guidelines to analyze current research trends on cognition, integrative complexity (IC) (a cognitive feature focusing on information processing in a person's response rather than its quantity or quality), and decision-making from the perspectives of activity theory and neuroscience. Methods: The study examines 31 papers published between 2012 and 2022 and 19 articles specifically related to neuroscience. We performed a content analysis using six categories within activity theory: subjects, objects, rules, community, division of labor, and outcomes. Results: The study investigates the relationship between decision-making outcomes and IC as a cognitive feature in various contexts. Additionally, content analysis on neuroscience and IC revealed significant research gaps, including understanding the nature of IC, challenges related to its measurement, and differentiation from other cognitive features. We also identify opportunities for investigating the brain's activity during decision-making in relation to IC. Discussion: We address the need for a more precise categorization of IC in studies of cognition, IC, and decision-making. We discuss the implications of our analysis for understanding the cognitive nature of IC and the potential of neuroscience methods for studying this attribute.

Social media as a mechanism of dissemination and knowledge translation among health professions educators: a scoping review.

Health professions educators often use social media to share knowledge; however, it is unclear what specific dissemination and knowledge translation (KT) processes are occurring and the implications of this sharing for health professions education (HPE). This study explored how educators have used social media as a mechanism of dissemination and KT in the literature. A critical scoping review methodology, informed by Engeström's Activity Theory, was employed. Twelve databases were searched and studies that: (a) addressed health professions educators; (b) described the use of social media for dissemination or KT; (c) focused on a regulated health profession; (d) focused on undergraduate or graduate education; and (e) were published in English or French between 2011 and 2021 were included. Data were analyzed using numerical and qualitative content analyses. Of the 4859 articles screened, 37 were eligible for inclusion. Social media may facilitate knowledge sharing in HPE, but there is a lack of conceptual clarity on what is meant by 'dissemination' and 'KT'. Who is responsible for sharing knowledge, what knowledge is being shared, and the target audiences are not always clear. Multiple factors (e.g., affordances, opportunity costs) influence how social media is used as a mechanism of dissemination, and it remains unclear whether and how it is used as a mechanism of KT. Concepts like KT and dissemination, which are often borrowed from other disciplines, must be critically evaluated for their relevance and suitability if they are to be appropriately applied to HPE and in particular to social media. Educators looking to use social media to teach students about KT should consider whether this use of technology truly aligns with their stated learning outcomes.

Corrigendum: The program for introduction of basic mathematical knowledge: the effects in six years old Mexican children.

[This corrects the article DOI: 10.3389/fpsyg.2023.1198675.].

The "Creativity Crisis" as a Mind in Crisis: A Cultural-Historical Activity Theory Position.

Creativity is considered a global ability and crucial for ordinary-daily and special (e.g., science, aesthetic) activities. In this paper, from the position of Cultural-Historical Activity Theory (CHAT), we expand the debate about the creativity crisis and hypothesize that the noted crisis is only the tip of the iceberg represented by the crisis of the postmodern' incoherent mind, reflecting the crisis of self-realization as a leading activity in the individualistic epoch. By investigating creativity as an original functionality of the mind, two key titles are stressed. One is the halting of the activity system; two, it is the inconsistency between the objective meanings sphere and the subjective sense-making sphere. Both titles represent the epistemological rupture embedded in the mainstream culture and praxis rooted in the internal contradictions of individualism and post-modernism as worldview and practices, leading the mind to close its eyes on the contradictions which are the crucial source of grasping the internal content (abstraction and generalization) of the given experience, hence, a crucial source of creativity. Thus, it is considered that not only creativity is in crisis, but also the coherence of the mind as well, as an extreme result of the shattered postmodern existence.