Situated Learning: Legitimate Peripheral Participation (Learning in Doing: Social, Cognitive and Computational Perspectives) Export

@book{citeulike:197260, abstract = {In this important theoretical treatise, Jean Lave, anthropologist, and Etienne Wenger, computer scientist, push forward the notion of situated learning--that learning is fundamentally a social process and not solely in the learner's head. The authors maintain that learning viewed as situated activity has as its central defining characteristic a process they call legitimate peripheral participation. Learners participate in communities of practitioners, moving toward full participation in the sociocultural practices of a community. Legitimate peripheral participation provides a way to speak about crucial relations between newcomers and oldtimers and about their activities, identities, artifacts, knowledge and practice. The communities discussed in the book are midwives, tailors, quartermasters, butchers, and recovering alcoholics, however, the process by which participants in those communities learn can be generalized to other social groups.}, author = {Lave, Jean and Wenger, Etienne}, citeulike-article-id = {197260}, citeulike-linkout-0 = {http://www.amazon.ca/exec/obidos/redirect?tag=citeulike09-20&path=ASIN/0521423740}, citeulike-linkout-1 = {http://www.amazon.de/exec/obidos/redirect?tag=citeulike01-21&path=ASIN/0521423740}, citeulike-linkout-2 = {http://www.amazon.fr/exec/obidos/redirect?tag=citeulike06-21&path=ASIN/0521423740}, citeulike-linkout-3 = {http://www.amazon.jp/exec/obidos/ASIN/0521423740}, citeulike-linkout-4 = {http://www.amazon.co.uk/exec/obidos/ASIN/0521423740/citeulike00-21}, citeulike-linkout-5 = {http://www.amazon.com/exec/obidos/redirect?tag=citeulike07-20&path=ASIN/0521423740}, citeulike-linkout-6 = {http://www.worldcat.org/isbn/0521423740}, citeulike-linkout-7 = {http://books.google.com/books?vid=ISBN0521423740}, citeulike-linkout-8 = {http://www.amazon.com/gp/search?keywords=0521423740&index=books&linkCode=qs}, citeulike-linkout-9 = {http://www.librarything.com/isbn/0521423740}, comment = {Formal notes here: http://sindikk.aeshin.org/2005/07/14/lave-wenger-situated-learning/ ---=note-separator=--- "shifting the analytic focus from the individual as learner to learning as participation in the social world" (43) THE PROBLEM OF ACCESS: TRANSPARENCY AND SEQUESTRATION "learning occurs through centripetal participation in the learning curriculum of the ambient community" (100) "[development cycles as] a diagnostic tool for distinguishing among communities of practice" (100) "the artifacts used within a cultural practice carry a substantial portion of that practice's heritage" (101) "understanding the technology of practice is more than learning to use tools; it is a way to connect with the history of the practice and to participate more directly in its cultural life" (101) "transparency in its simplest form may just imply that the inner workings of an artifact are available for the learner's inspection" (102) "knowledge within a community of practice and ways of perceiving and manipulating objects characteristic of community practices are encoded in artifacts in ways that can be more or less revealing. moreover, the activity system and the social world of which an artifact is part are reflected in multiple ways in its design and use and can become further 'fields of transparency'" (102) "invisibility of mediating technologies is necessary for allowing focus on, and thus supporting visibility of, the subject matter. conversely, visibility of the significance of the technology is necessary for allowing its unproblematic--invisible--use." (103) "abstraction... stems from the disconnectedness of a particular cultural practice." (104) DISCOURSE AND PRACTICE "learning to become a legitimate participant in a community involves learning how to talk (and be silent) in the manner of full participants." (105) "stories play a major role in decision making" (108) "distinction between talking about and talking within a practice" (109) "for newcomers then the purpose is not to learn from talk as a substitute for legitimate peripheral participation; it is to learn to talk as a key to legitimate peripheral participation." (109) MOTIVATION AND IDENTITY: EFFECTS OF PARTICIPATION "a newcomer's tasks tend to be positioned at the ends of branches of work processes, rather than in the middle of linked work segments." (110) "where there is no cultural identity encompassing the activity in which newcomers participate and no field of mature practice for what is being learned, exchange value replaces the use value of increasing participation." (112) "test taking then becomes a new parasitic practice, the goal of which is to increase the exchange value of learning independently of its use value." (112) }, edition = {1}, howpublished = {Paperback}, isbn = {0521423740}, keywords = {education, learning, sociology, theory}, month = {September}, posted-at = {2005-07-07 18:59:59}, priority = {0}, publisher = {Cambridge University Press}, title = {Situated Learning: Legitimate Peripheral Participation (Learning in Doing: Social, Cognitive and Computational Perspectives)}, url = {http://www.amazon.com/exec/obidos/redirect?tag=citeulike07-20&path=ASIN/0521423740}, year = {1991} }

TY - BOOK ID - citeulike:197260 L3 - citeulike-article-id:197260 N2 - In this important theoretical treatise, Jean Lave, anthropologist, and Etienne Wenger, computer scientist, push forward the notion of situated learning--that learning is fundamentally a social process and not solely in the learner's head. The authors maintain that learning viewed as situated activity has as its central defining characteristic a process they call legitimate peripheral participation. Learners participate in communities of practitioners, moving toward full participation in the sociocultural practices of a community. Legitimate peripheral participation provides a way to speak about crucial relations between newcomers and oldtimers and about their activities, identities, artifacts, knowledge and practice. The communities discussed in the book are midwives, tailors, quartermasters, butchers, and recovering alcoholics, however, the process by which participants in those communities learn can be generalized to other social groups. SN - 0521423740 TI - Situated Learning: Legitimate Peripheral Participation (Learning in Doing: Social, Cognitive and Computational Perspectives) PB - Cambridge University Press KW - education KW - learning KW - sociology KW - theory N1 - Formal notes here: http://sindikk.aeshin.org/2005/07/14/lave-wenger-situated-learning/ N1 - "shifting the analytic focus from the individual as learner to learning as participation in the social world" (43) THE PROBLEM OF ACCESS: TRANSPARENCY AND SEQUESTRATION "learning occurs through centripetal participation in the learning curriculum of the ambient community" (100) "[development cycles as] a diagnostic tool for distinguishing among communities of practice" (100) "the artifacts used within a cultural practice carry a substantial portion of that practice's heritage" (101) "understanding the technology of practice is more than learning to use tools; it is a way to connect with the history of the practice and to participate more directly in its cultural life" (101) "transparency in its simplest form may just imply that the inner workings of an artifact are available for the learner's inspection" (102) "knowledge within a community of practice and ways of perceiving and manipulating objects characteristic of community practices are encoded in artifacts in ways that can be more or less revealing. moreover, the activity system and the social world of which an artifact is part are reflected in multiple ways in its design and use and can become further 'fields of transparency'" (102) "invisibility of mediating technologies is necessary for allowing focus on, and thus supporting visibility of, the subject matter. conversely, visibility of the significance of the technology is necessary for allowing its unproblematic--invisible--use." (103) "abstraction... stems from the disconnectedness of a particular cultural practice." (104) DISCOURSE AND PRACTICE "learning to become a legitimate participant in a community involves learning how to talk (and be silent) in the manner of full participants." (105) "stories play a major role in decision making" (108) "distinction between talking about and talking within a practice" (109) "for newcomers then the purpose is not to learn from talk as a substitute for legitimate peripheral participation; it is to learn to talk as a key to legitimate peripheral participation." (109) MOTIVATION AND IDENTITY: EFFECTS OF PARTICIPATION "a newcomer's tasks tend to be positioned at the ends of branches of work processes, rather than in the middle of linked work segments." (110) "where there is no cultural identity encompassing the activity in which newcomers participate and no field of mature practice for what is being learned, exchange value replaces the use value of increasing participation." (112) "test taking then becomes a new parasitic practice, the goal of which is to increase the exchange value of learning independently of its use value." (112) AU - Lave, Jean AU - Wenger, Etienne PY - 1991/09/27/ UR - http://www.amazon.ca/exec/obidos/redirect?tag=citeulike09-20&path=ASIN/0521423740 ER -