Situated Learning and Communities of Practice
상황학습과 실천공동체
A sociocultural learning theory proposing that learning is situated in authentic social practices, occurring through "legitimate peripheral participation" within communities of practice (CoP).
| Field | Education · Cognitive Science · Anthropology |
|---|---|
| Level of analysis | Meso · Groups & Organizations |
| Paradigm | Constructivism Symbolic Interactionism |
| Key figures | 👤 Jean Lave (진 레브) 👤 Etienne Wenger (에티엔 벵거) |
| Year | 1991 |
Key Claims
Jean Lave and Etienne Wenger argued that learning is fundamentally a situated social activity rather than individual cognitive acquisition. Through ‘legitimate peripheral participation’, newcomers absorb tacit mastery, discourse, and professional identities within self-organizing communities of practice.
Further Reading
- Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge University Press.
- Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press.
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