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

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