On Two Metaphors for Learning and the Dangers of Choosing Just One Export

@article{citeulike:507553, abstract = {This article is a sequel to the conversation on learning initiated by the editors of Educational Researcher in volume 25, number 4. The author's first aim is to elicit the metaphors for learning that guide our work as learners, teachers, and researchers. Two such metaphors are identified: the acquisition metaphor and the participation metaphor. Subsequently, their entailments are discussed and evaluated. Although some of the implications are deemed desirable and others are regarded as harmful, the article neither speaks against a particular metaphor nor tries to make a case for the other. Rather, these interpretations and applications of the metaphors undergo critical evaluation. In the end, the question of theoretical unification of the research on learning is addressed, wherein the purpose is to show how too great a devotion to one particular metaphor can lead to theoretical distortions and to undesirable practices.}, author = {Sfard, Anna}, citeulike-article-id = {507553}, citeulike-linkout-0 = {http://www.jstor.org/stable/1176193}, journal = {Educational Researcher}, keywords = {aquisition, background, constructivism, foundations, instructionism, learning, mathematics, mathgamespatterns, participation, theory}, number = {2}, pages = {4--13}, posted-at = {2006-02-17 11:29:53}, priority = {5}, title = {On Two Metaphors for Learning and the Dangers of Choosing Just One}, url = {http://www.jstor.org/stable/1176193}, volume = {27}, year = {1998} }

TY - JOUR ID - citeulike:507553 L3 - citeulike-article-id:507553 N2 - This article is a sequel to the conversation on learning initiated by the editors of Educational Researcher in volume 25, number 4. The author's first aim is to elicit the metaphors for learning that guide our work as learners, teachers, and researchers. Two such metaphors are identified: the acquisition metaphor and the participation metaphor. Subsequently, their entailments are discussed and evaluated. Although some of the implications are deemed desirable and others are regarded as harmful, the article neither speaks against a particular metaphor nor tries to make a case for the other. Rather, these interpretations and applications of the metaphors undergo critical evaluation. In the end, the question of theoretical unification of the research on learning is addressed, wherein the purpose is to show how too great a devotion to one particular metaphor can lead to theoretical distortions and to undesirable practices. IS - 2 JF - Educational Researcher EP - 13 TI - On Two Metaphors for Learning and the Dangers of Choosing Just One VL - 27 SP - 4 KW - aquisition KW - background KW - constructivism KW - foundations KW - instructionism KW - learning KW - mathematics KW - mathgamespatterns KW - participation KW - theory AU - Sfard, Anna PY - 1998/// UR - http://www.jstor.org/stable/1176193 ER -