Concept
Situated learning
Overview
Situated learning is a theory that explains an individual's acquisition of professional skills and includes research on apprenticeship into how legitimate peripheral participation leads to membership in a community of practice. Situated learning "takes as its focus the relationship between learning and the social situation in which it occurs".
The theory is distinguished from alternative views of learning which define learning as the acquisition of propositional knowledge. Lave and Wenger see situated learning in certain forms of social co-participation and instead of asking what kinds of cognitive processes and conceptual structures are involved, they focus on the kinds of social engagements that provide the proper context and facilitate learning.
Overview adapted from Wikipedia (CC BY-SA 4.0; see the article history for authors).
Possible passages
Found by search and not yet checked by a person; they may only mention the idea in passing.
According to it, education is neither a process of unfolding from within nor is it a training of faculties resident in mind itself. It is rather the formation of mind by setting up certain associations or connections of content by means of a subject matter presented from without. Education proceeds by instruction taken in a strictly literal sense, a building into the mind from without. That education is formative of…
John Dewey, Democracy and Education
States what Situated learning is.
Educational practice has exhibited an unconscious adaptation to and harmony with the prevailing psychology; both grew out of the same soil. Just as mind was supposed to get its filling by direct contact with the world, so all the needs of instruction were thought to be met by bringing the child mind into direct relation with various bodies of external fact…
John Dewey, The school and society
Close in meaning to Situated learning; the term itself is not named.
_Constructiveness_ is another great instinctive tendency with which the schoolroom has to contract an alliance. Up to the eighth or ninth year of childhood one may say that the child does hardly anything else than handle objects, explore things with his hands, doing and undoing, setting up and knocking down, putting together and pulling apart; for, from the psychological point of view, construction and destruction…
William James, Talks To Teachers On Psychology
Close in meaning to Situated learning; the term itself is not named.
Related ideas
- Creativity
- Apprenticeship
- Learning
- Sociology
- Information
- Intellectual
- Psychology
- Declarative knowledge
- Knowledge
- Abstraction
- Technology
- Attitude (psychology)
- Cognitive science
- Anthropology
- John Robert Anderson (psychologist)
- Blog
- Jean Lave
Opposing perspectives
Place in the tradition
Part of Situated cognition.