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
Our institutions, to the extent that they address issues of 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 institutions, to the extent that they address issues of 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 ...
Seite xvii
They are so informal and so pervasive that they rarely come into 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 ...
They are so informal and so pervasive that they rarely come into 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 ...
Seite xviii
There are also times when society 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.
There are also times when society 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.
Seite xix
If we believe, for instance, that knowledge consists of pieces of information explicitly stored in the brain, then it makes ... But if we believe that information stored in explicit ways is only a small part of knowing, and that knowing ...
If we believe, for instance, that knowledge consists of pieces of information explicitly stored in the brain, then it makes ... But if we believe that information stored in explicit ways is only a small part of knowing, and that knowing ...
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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 |