Communities of Practice: Learning, Meaning, and IdentityCambridge University Press, 28.09.1999 This 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
... 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. Hence we ...
... 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. Hence we ...
Seite xvii
... explicit focus, but for the same reasons they are also quite familiar. Although the term may be new, the experience is not. Most communities of practice do not have a name and do not issue membership cards. Yet, if we care to consider ...
... explicit focus, but for the same reasons they are also quite familiar. Although the term may be new, the experience is not. Most communities of practice do not have a name and do not issue membership cards. Yet, if we care to consider ...
Seite xviii
... explicitly places us in situations where the issue of learning becomes problematic and requires our focus: we attend classes, memorize, take exams, and receive a diploma. And there are times when learning gels: an infant utters a first ...
... explicitly places us in situations where the issue of learning becomes problematic and requires our focus: we attend classes, memorize, take exams, and receive a diploma. And there are times when learning gels: an infant utters a first ...
Seite xix
... explicitly stored in the brain, then it makes sense to package this information in welldesigned units, to assemble ... explicit ways is only a small part of knowing, and that knowing involves primarily active participation in social ...
... explicitly stored in the brain, then it makes sense to package this information in welldesigned units, to assemble ... explicit ways is only a small part of knowing, and that knowing involves primarily active participation in social ...
Seite 3
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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