Non-affirmative Theory of Education and Cultural-Historical Activity Theory: Where Do They Meet?

This study investigates how cultural-historical activity theory (CHAT) and non-affirmative theory of education (NAT) position themselves regarding the questions of normativity, ontology, and epistemology. The reason for choosing these three issues as a point of departure for a comparative study is that they highlight three interrelated dimensions of how educational research and theory are related to educational practice. The amalgamation of the theories is presented in a dialectical and comparative dialogue. Both theories highlight the cultural-historical context and emphasise the achievement of autonomy and emancipation through an individual’s self-activity. While NAT is primarily perceived as a theory conceptualising education as a cultural and historical phenomenon, CHAT is designed as a general systems-theoretical approach to be used as a point of departure to achieve a change in praxis, but not by directing praxis from an outside interest.