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 xii
So even if her memory of events were more precise than mine in a technical sense, my version would still reflect a true reality. The second point is about this book. Regardless of who actually coined the phrase that became its title, ...
So even if her memory of events were more precise than mine in a technical sense, my version would still reflect a true reality. The second point is about this book. Regardless of who actually coined the phrase that became its title, ...
Seite xiii
Her reliable friendship through all this time has made my task considerably more enjoyable, and her intellectual companionship is reflected in this book much more deeply than the few references to her work would suggest.
Her reliable friendship through all this time has made my task considerably more enjoyable, and her intellectual companionship is reflected in this book much more deeply than the few references to her work would suggest.
Seite xv
To some extent these differences in emphasis reflect a deliberate focus on a slice of the multidimensional problem of learning, and to some extent they reflect more fundamental differences in assumptions about the nature of knowledge, ...
To some extent these differences in emphasis reflect a deliberate focus on a slice of the multidimensional problem of learning, and to some extent they reflect more fundamental differences in assumptions about the nature of knowledge, ...
Seite xviii
As we take more responsibility for our future on larger and larger scales, it becomes more imperative that we reflect on the perspectives that inform our enterprises. A key implication of our attempts to organize learning is that we ...
As we take more responsibility for our future on larger and larger scales, it becomes more imperative that we reflect on the perspectives that inform our enterprises. A key implication of our attempts to organize learning is that we ...
Seite xx
... reflected in my own work.) In the tradition of social theory, the vertical axis is. Intellectual context Notes.
... reflected in my own work.) In the tradition of social theory, the vertical axis is. Intellectual context Notes.
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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 | |
Andere Ausgaben - Alle anzeigen
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 |