Supporting expansive learning through theoretical‐genetic reflection in the Change Laboratory

The purpose of this paper is to show the importance of theoretical‐genetic reflection in expansive learning and the transformation of an activity.

Cultural‐historical activity theory is used to explicate forms of work‐related reflection, and an intervention method based on activity theory, the change laboratory, is presented.

Different levels of reflection and the intellectual tools needed for them are identified.

The empirical support presented for the theoretical ideas in the article is based on an exemplary case. This intervention method makes it possible to analyze reflection as a tool‐mediated collaborative activity.

The change laboratory method can be used to support expansive learning and learning to learn in work communities.

The paper introduces a less well‐known original intervention methodology to the audience of the JOCM and demonstrates how it connects some current lines of thought in change management.