Situated Learning: Legitimate Peripheral Participation

Jean Lave

ISBN 10: 0521423740 / ISBN 13: 9780521423748

Published by Cambridge University Press, 1991

About this Item

1991. 1st Edition. Paperback. In this important theoretical treatist, the authors push forward the notion of situated learning - that learning is fundamentally a social process. Series: Learning in Doing: Social, Cognitive and Computational Perspectives. Num Pages: 138 pages. BIC Classification: JM. Category: (P) Professional & Vocational. Dimension: 227 x 154 x 8. Weight in Grams: 210. Legitimate Peripheral Participation. Series: Learning in Doing: Social, Cognitive and Computational Perspectives. 138 pages. In this important theoretical treatist, the authors push forward the notion of situated learning - that learning is fundamentally a social process. Cateogry: (P) Professional & Vocational. BIC Classification: JM. Dimension: 227 x 154 x 8. Weight: 210. . . . . .

Seller Inventory # V9780521423748

Bibliographic Details

• Title: Situated Learning: Legitimate Peripheral Participation
• Publisher: Cambridge University Press
• Publication Date: 1991
• Language: English
• ISBN 10: 0521423740
• ISBN 13: 9780521423748
• Binding: Soft cover
• Edition: 1st Edition
• Condition: New

About this title

Synopsis

In this important theoretical treatise, Jean Lave, anthropologist, and Etienne Wenger, computer scientist, push forward the notion of situated learning--that learning is fundamentally a social process and not solely in the learner's head. The authors maintain that learning viewed as situated activity has as its central defining characteristic a process they call legitimate peripheral participation. Learners participate in communities of practitioners, moving toward full participation in the sociocultural practices of a community. Legitimate peripheral participation provides a way to speak about crucial relations between newcomers and oldtimers and about their activities, identities, artifacts, knowledge and practice. The communities discussed in the book are midwives, tailors, quartermasters, butchers, and recovering alcoholics, however, the process by which participants in those communities learn can be generalized to other social groups.

Book Description

The authors maintain that learning viewed as situated activity has as its central defining characteristic a process known as legitimate peripheral participation in this important theoretical treatise.