| |||||||||||||||
 Trade In this Item for up to £6.00
Get an extra £5 when you trade in books worth £10 or more until June 30, 2012. Trade in Situated Learning: Legitimate Peripheral Participation (Learning in Doing: Social, Cognitive and Computational Perspectives) for an Amazon.co.uk gift card of up to £6.00, which you can then spend on millions of items across the site. Trade-in values may vary (terms apply). Find more products eligible for trade-in.
|
Frequently Bought Together
Product details
|
More About the Authors
Discover books, learn about writers, and more.
Product Description
Review
"...is undoubtedly worth reading. Lave and Wenger present an interesting and strong position on issues which are of basic interest to practice theory in a broader sense, and not just issues on learning and apprenticeship." Carsten Osterlund, Nyhedsbrev
Review
"...is undoubtedly worth reading. Lave and Wenger present an interesting and strong position on issues which are of basic interest to practice theory in a broader sense, and not just issues on learning and apprenticeship." Carsten Osterlund, Nyhedsbrev
Inside This Book
(Learn More)
First Sentence
Learning viewed as situated activity has as its central defining characteristic a process that we call legitimate peripheral participation. Read the first page
Front Cover | Copyright | Table of Contents | Excerpt | Index | Back Cover
Learning viewed as situated activity has as its central defining characteristic a process that we call legitimate peripheral participation. Read the first page
Explore More
Concordance
Browse Sample PagesConcordance
Front Cover | Copyright | Table of Contents | Excerpt | Index | Back Cover
Tags Customers Associate with This Product(What's this?)Click on a tag to find related items, discussions, and people.
|
Sell a Digital Version of This Book in the Kindle Store
If you are a publisher or author and hold the digital rights to a book, you can sell a digital version of it in our Kindle Store.
Learn more
What Other Items Do Customers Buy After Viewing This Item?
Customer Reviews
Most Helpful Customer Reviews
1 of 3 people found the following review helpful
Format:Paperback
I enjoyed this book. It was easy to read and follow the lines of reasoning held by the author.
0 of 11 people found the following review helpful
Format:Paperback|Amazon Verified Purchase
I wonder if they book would make more sense if I had tried to understand it through the language of game theory? I know the writers are considered experts in the field of 'communities of knowledge', but how can we understand anything without a proper mathematical theory? A totally confusing book.
Most Helpful Customer Reviews on Amazon.com (beta)
Amazon.com:
7 reviews
15 of 15 people found the following review helpful
Situated Learning resources
30 Nov 2006
Format:Paperback
If you are interested in the study of situated learning and social practice theory, this is the place to start - the origin of the terms `legitimate peripheral participation' (LPP) and `communities of practice' employed ubiquitously by researchers developing sociocultural critiques of Enlightenment thinking. The book is meant to open the mind, and one established notion that readers are asked to give up is a literal view of apprenticeship based on a single master and apprentice. The Lave & Wenger framework has received some criticism due to the explicit power structure associated with such a relationship and the uniform learning trajectory that is entailed, but this criticism is no doubt levied by writers who have not read the book, as Lave & Wenger are careful to note that in their quest to find a metaphor for learning that exists outside formal educational contexts and is based on social participation rather than the internal mental processing of the computer metaphor they aim to replace, they needed to take some artistic license. Their aim is to characterize a specific form of learning, LPP, and through their detailed examples, they illustrate types of relationships and forms of participation within which it emerges -- a broader and respecified notion of apprenticeship.
This book is programmatic - a specific metaphor for learning is described, it is elaborated through several examples, and major issues are discussed, but for details, you will need to look elsewhere. Wenger's (1998) Communities of Practice is an analytical treatment that is the antithesis of the light and vibrant Situated Learning, but that is the go-to place to understand LPP from every angle and in all its detail.
For those who hope to capture this genie in a bottle that is LPP, Wenger's (2002) Cultivating Communities of Practice explains how institutions can `plan for' LPP (it cannot be planned or managed, but it can be `planned for' by putting in place the conditions so that it is likely to emerge). But beware, as Wenger warns that few institutional leaders have the wherewithal to maintain the `hands off' policy required for LPP to be sustained over the long term (and the need for facilitative structures is also the basis for Lave's long-held skepticism about this form of learning appearing - at least in a positive form as educators intend it - in formal schooling).
Readers who are interested less in application than in the genesis and epistemological basis of a sociocultural, practice-based theory of learning will find Lave (1988) Cognition in Practice and Rogoff & Lave (1985) Everyday Cognition useful. They lay the groundwork for Situated Learning.
This book is programmatic - a specific metaphor for learning is described, it is elaborated through several examples, and major issues are discussed, but for details, you will need to look elsewhere. Wenger's (1998) Communities of Practice is an analytical treatment that is the antithesis of the light and vibrant Situated Learning, but that is the go-to place to understand LPP from every angle and in all its detail.
For those who hope to capture this genie in a bottle that is LPP, Wenger's (2002) Cultivating Communities of Practice explains how institutions can `plan for' LPP (it cannot be planned or managed, but it can be `planned for' by putting in place the conditions so that it is likely to emerge). But beware, as Wenger warns that few institutional leaders have the wherewithal to maintain the `hands off' policy required for LPP to be sustained over the long term (and the need for facilitative structures is also the basis for Lave's long-held skepticism about this form of learning appearing - at least in a positive form as educators intend it - in formal schooling).
Readers who are interested less in application than in the genesis and epistemological basis of a sociocultural, practice-based theory of learning will find Lave (1988) Cognition in Practice and Rogoff & Lave (1985) Everyday Cognition useful. They lay the groundwork for Situated Learning.
38 of 47 people found the following review helpful
You'll need a light-heart to bear the blacksmith's anvil.
23 Jan 1999
Format:Paperback
I wonder if two people have ever had so much fun writing a book together as Jean Lave and Etiene Wenger. Lave's choice of a cover illustration supports my point: she found the artwork at a beer-fest while visiting friends and studying in Europe. Lave and Wenger are world reknowned scholars who would rather spend the afternoon in a butcher's kitchen than hobb-knobbing at the faculty lounge. With "Situated Learning," the reader is invited to follow Lave and Wenger as they ponder the consequences of doors, tables, timeclocks, work schedules, and union contracts on human development and potential.
After reading "Situated Learning," it is difficult to imagine the constellation of concepts that make up our modern thinking of what learning is without Lave and Wenger's contributions. Like the artwork on the book's cover, and the story of its origins, Lave and Wenger's analysis restoke the fires fueling the learning sciences. It is not an overstatement to say that this short, sometimes difficult to follow book, is responsible for a whole new generation of thinking and research on learning and its sociocultural consequences.
Their analytical objective was simple: dethrone the dominant conceptions of learning in the social sciences and everyday life. In their place, Lave and Wenger offer and illustrate a handful of concepts that students of learning across the social and applied sciences are now usings to inspire new insights on the origins of social ascension and strife.
I recommend that the reader, too, pick up this book with the intent of having some fun: let your inhibitions, and intellectual reservations, down for a couple of hours and enjoy the show as Lave and Wenger take off the Emporer's (modern psychology's, that is) clothes. Readers need to approach this book with a light-heart, as its simplicity and substance leave one feeling as if the dominant, 20th century schools of thought on learning have placed a blacksmith's anvil on the center of one's chest. Thank goodness Lave and Wenger have brought our attention to this matter.
Needless to say, I highly recommend the book.
After reading "Situated Learning," it is difficult to imagine the constellation of concepts that make up our modern thinking of what learning is without Lave and Wenger's contributions. Like the artwork on the book's cover, and the story of its origins, Lave and Wenger's analysis restoke the fires fueling the learning sciences. It is not an overstatement to say that this short, sometimes difficult to follow book, is responsible for a whole new generation of thinking and research on learning and its sociocultural consequences.
Their analytical objective was simple: dethrone the dominant conceptions of learning in the social sciences and everyday life. In their place, Lave and Wenger offer and illustrate a handful of concepts that students of learning across the social and applied sciences are now usings to inspire new insights on the origins of social ascension and strife.
I recommend that the reader, too, pick up this book with the intent of having some fun: let your inhibitions, and intellectual reservations, down for a couple of hours and enjoy the show as Lave and Wenger take off the Emporer's (modern psychology's, that is) clothes. Readers need to approach this book with a light-heart, as its simplicity and substance leave one feeling as if the dominant, 20th century schools of thought on learning have placed a blacksmith's anvil on the center of one's chest. Thank goodness Lave and Wenger have brought our attention to this matter.
Needless to say, I highly recommend the book.
8 of 8 people found the following review helpful
Well Researched
30 May 2005
Format:Paperback
In this academic book, the authors argue that most literature on learning ignores the social character of learning. The initial intention of this book was to "rescue the idea of apprenticeship." The authors studied the apprenticeships of midwives, tailors, butchers, and others. They found that learning, to a large extent, was taking place between peers, instead of coming directly from the master.
This book was written for academics, but has serious implications for practitioners.
Michael Beitler, Ph.D.
Author of "Strategic Organizational Learning"
This book was written for academics, but has serious implications for practitioners.
Michael Beitler, Ph.D.
Author of "Strategic Organizational Learning"
Were these reviews helpful?
Let us know
Customer Discussions
|
This product's forum
Active discussions in related forums
Search Customer Discussions
|
Related forums
|
Listmania!
|
|
Look for similar items by category
- Books > Health, Family & Lifestyle > Psychology & Psychiatry > Cognition & Cognitive Psychology
- Books > Health, Family & Lifestyle > Psychology & Psychiatry > Social & Developmental Psychology > Child & Developmental
- Books > Health, Family & Lifestyle > Psychology & Psychiatry > Specific Topics > The Self, Ego & Personality
- Books > Society, Politics & Philosophy > Education Studies
- Books > Society, Politics & Philosophy > Social Sciences
Look for similar items by subject
Feedback
- Would you like to update product info or give feedback on images?
- I am the Author, and I want to comment on my book.
- I am the Publisher, and I want to comment on this book.
|
