In this paper I will examine the concept of intersubjectivity from two perspectives: Vygotskian theory and conversation analysis. Vygotskian views intersubjectivity as a state which requires a cognitive process for the continuance and change of intersubjectivity. The second approach, conversation analysis, views intersubjectivity as an interactional achievment. Using each approach I will analyze one set of data, a Japanese scientist training a technician in laboratory techniques. After presenting the analysis in each section, I will discuss the strengths and weaknesses of each type of approach in its ability to analyze/divest intersubjectivity.
I explore the logical status of the social science whose idea H. Sacks advanced in 1964 or 1965, and attempt to show in what sense Conversation Analysis, which developed from the idea, can be said to be conceptual analysis based on empirical data.