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Charmi Patel
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As so often with the creative thinking process, a small, simple shift in emphasis
was all that was required to show things in an entirely different light.What
Situated Learning illustrated – and emphasized – was that learning is dependent
on its social situation. Even though the most effective way to learn is through
interaction with experts and peers in a community organized around a
common interest, the traditional cognitive learning model failed to account for
the way in which learners interact with their ‘community of practice.’The new
hypothesis that Lave and Wenger developed was that learning can be seen as a
continuously evolving set of relationships situated within a social context.This
allowed Lave and Wenger to place discussions of apprenticeship and workplace
learning on a new footing – and led in turn to the book’s impressive impact in
business and management scholarship.
Macat has worked with the University of Cambridge to identify the elements
of critical thinking and understand the ways in which six different skills
combine to enable effective thinking. Three allow us to fully understand a
problem; three more give us the tools to solve it. Together, these six skills
make up the PACIER model of critical thinking. They are:
SECTION 1: INFLUENCES
Module 1:The Author and the Historical Context 15
Module 2: Academic Context 19
Module 3:The Problem 23
Module 4:The Author’s Contribution 27
SECTION 2: IDEAS
Module 5: Main Ideas 32
Module 6: Secondary Ideas 35
Module 7: Achievement 39
Module 8: Place in the Author’s Work 43
SECTION 3: IMPACT
Module 9:The First Responses 48
Module 10:The Evolving Debate 53
Module 11: Impact and Influence Today 57
Module 12:Where Next? 61
Glossary of Terms 66
People Mentioned in the Text 70
Works Cited 76
WAYS IN TO THE TEXT
KEY POINTS
• The social anthropologist* Jean Lave and the computer
scientist Etienne Wenger coauthored Situated Learning
(1991) while at the Californian not-for-profit Institute for
Research on Learning* (social anthropology is a discipline
looking at the ways in which our social institutions
and behavior reflect the defining characteristics of our
species).
• By focusing on the social aspects of learning, the book
gives a new dimension to the concept of apprenticeship*
(on-the-job training).
• Situated Learning considers theories of meaning, practice,
learning, and identity* (the characteristics understood
to determine who we are); it is relevant to the fields of
psychology* (the study of the human mind and behavior),
linguistics* (the study of the nature and functioning of
language), anthropology* (the study of human culture,
belief, and practices), and educational science.
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Macat Analysis of Lave and Wenger’s Situated Learning
10
Ways In to the Text
11
Macat Analysis of Lave and Wenger’s Situated Learning
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Ways In to the Text
NOTES
1 Jean Lave, “Biography,” accessed November 20, 2015, http://www.ischool.
berkeley.edu/people/faculty/jeanlave.
2 “Jean Lave, Etienne Wenger and Communities of Practice,” Infed.org,
accessed November 20, 2015, http://infed.org/mobi/jean-lave-etienne-
wenger-and-communities-of-practice/.
3 Jean Lave and Etienne Wenger, Situated Learning: Legitimate Peripheral
Participation (Cambridge: Cambridge University Press, 1991).
4 Lave and Wenger, Situated Learning, 20.
5 Lave and Wenger, Situated Learning, 24.
6 Lave and Wenger, Situated Learning, 27.
7 Lave and Wenger, Situated Learning, 53.
8 Lave and Wenger, Situated Learning, 32.
13
WORKS CITED
WORKS CITED
Anderson, John R., Lynne M. Reder, and Herbert A. Simon. “Situated Learning
and Education.” Educational Researcher 25, no. 4 (1996): 5–11.
Bourdieu, Pierre. Outline of a Theory of Practice. Translated by Richard Nice.
Cambridge: Cambridge University Press, 1977.
Braun, Patrice. “Digital Knowledge Networks: Linking Communities of Practice
with Innovation.” Journal of Business Strategies 19, no. 1 (2002): 43.
Brown, John Seely, and Paul Duguid. “Organizational Learning and Communities-
of-Practice: Toward a Unified View of Working, Learning, and Innovation.”
Organization Science 2, no.1 (1991): 40–57.
———. “Knowledge and Organization: A Social-Practice Perspective.”
Organization Science 12, no. 2 (2001): 198–213.
Contu, Alessia, and Hugh Willmott. “Re-Embedding Situatedness: The
Importance of Power Relations in Learning Theory.” Organization Science 14, no.
3 (2003): 283–96.
Cox, Andrew. “What Are Communities of Practice? A Comparative Review of Four
Seminal Works.” Journal of Information Science 31, no. 6 (2005): 527–40.
CPsquare. “Our Vision.” Accessed January 20, 2016. http://cpsquare.org/
vision/.
Dubé, Line, Anne Bourhis, and Réal Jacob. “The Impact of Structuring
Characteristics on the Launching of Virtual Communities of Practice.” Journal of
Organizational Change Management 18, no. 2 (2005): 145–66.
Engeström, Yrjö. Developmental Work Research: Expanding Activity Theory in
Practice. Berlin: Lehmanns Media, 2005.
Engeström, Yrjö, Reijo Miettinen, and Raija-Leena Punamäki. Perspectives on
Activity Theory. Cambridge: Cambridge University Press, 1999.
Fox, Stephen. “Situated Learning Theory versus Traditional Cognitive Learning
Theory: Why Management Education Should Not Ignore Management Learning.”
Systemic Practice and Action Research 10, no. 6 (1997): 727–47.
Gherardi, Silvia. “Practice-Based Theorizing on Learning and Knowing in
Organizations.” Organization 7, no. 2 (2000): 211–23.
Gherardi, Silvia, and Davide Nicolini. “To Transfer is to Transform: The Circulation
of Safety Knowledge.” Organization 7, no. 2 (2000): 329–48.
76
Works Cited
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Macat Analysis of Lave and Wenger’s Situated Learning
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