Communities of Practice: Learning, Meaning, and IdentityThis book presents a theory of learning that starts with the assumption that engagement in social practice is the fundamental process by which we get to know what we know and by which we become who we are. The primary unit of analysis of this process is neither the individual nor social institutions, but the informal 'communities of practice' that people form as they pursue shared enterprises over time. To give a social account of learning, the theory explores in a systematic way the intersection of issues of community, social practice, meaning, and identity. The result is a broad framework for thinking about learning as a process of social participation. This ambitious but thoroughly accessible framework has relevance for the practitioner as well as the theoretician, presented with all the breadth, depth, and rigor necessary to address such a complex and yet profoundly human topic. |
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Seite xv
... learning explicitly, are largely based on the assumption that learning is an individual process, that it has a beginning and an end, that it is best separated from the rest of our activities, and that it is the result of teaching.
... learning explicitly, are largely based on the assumption that learning is an individual process, that it has a beginning and an end, that it is best separated from the rest of our activities, and that it is the result of teaching.
Seite xvi
Participation here refers not just to local events of engagement in certain activities with certain people, but to a more encompassing process of being active participants in the practices of social communities and constructing ...
Participation here refers not just to local events of engagement in certain activities with certain people, but to a more encompassing process of being active participants in the practices of social communities and constructing ...
Seite xxi
They focus on the experience and the local construction of individual or interpersonal events such as activities and conversations. The most extreme of them ignore structure writ large altogether.5 Learning as participation is certainly ...
They focus on the experience and the local construction of individual or interpersonal events such as activities and conversations. The most extreme of them ignore structure writ large altogether.5 Learning as participation is certainly ...
Seite xxiii
This case illustrates the type of problems that can arise when workers are asked to perform procedural activities without a good understanding of what the activities are about. ~ Coda 0 summarizes the vignettes by introducing a ...
This case illustrates the type of problems that can arise when workers are asked to perform procedural activities without a good understanding of what the activities are about. ~ Coda 0 summarizes the vignettes by introducing a ...
Seite xxxviii
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Inhalt
The concept of practice | 2 |
Community | 15 |
Learning | 24 |
Boundary | 34 |
Locality | 46 |
Knowing in practice | i |
A focus on identity | ii |
Participation and nonparticipation | 7 |
Modes of belonging | 8 |
Identification and negotiability | |
Learning communities | |
Design for learning | |
Organizations | |
Education | |
Bibliography | |
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Communities of Practice: Learning, Meaning, and Identity Etienne Wenger Eingeschränkte Leseprobe - 1999 |
Häufige Begriffe und Wortgruppen
ability actions activities alignment Alinsu argued Ariel artifacts aspects become boundary objects boundary practices broader brokering Chapter claims processors Coda communities of practice complex conflicts connections constellation of practices constitute context conversations coordination create defined desk develop dimensions discuss duality economy of meaning emergent structure engagement in practice experience of meaning explicit focus forms of participation global identification and negotiability identity of participation imagination individual influence inherent instance institutional institutionalized interaction interpretation involved issues Jean Lave John Seely Brown kind knowledge learning community lives Medicare modes of belonging multimembership mutual engagement negotiating meaning negotiation of meaning newcomers one’s organization ownership of meaning participation and non-participation participation and reification peripheral person perspectives procedure production reflect regime of competence relations repertoire requires sense shape shared practice social configurations specific structure talk theory things trajectories transformation understanding various
Bibliografische Informationen
| Titel | Communities of Practice: Learning, Meaning, and Identity Learning in Doing: Social, Cognitive and Computational Perspectives |
| Autor/in | Etienne Wenger |
| Verlag | Cambridge University Press, 1999 |
| ISBN | 1107268370, 9781107268371 |
| Zitat exportieren | BiBTeX EndNote RefMan |