Communities of Practice: Learning, Meaning, and IdentityCambridge University Press, 28 de set. de 1999 - 318 páginas Presents a broad conceptual framework for thinking about learning as a process of social participation. |
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Página
... develop in so- cial situations and extend their sphere of activity and communicative competencies . But cognitive theories of knowledge representation and learning alone have not provided sufficient insight into these relation- ships ...
... develop in so- cial situations and extend their sphere of activity and communicative competencies . But cognitive theories of knowledge representation and learning alone have not provided sufficient insight into these relation- ships ...
Página 3
... develop such a perspective . A conceptual perspective : theory and practice There are many different kinds of learning theory . Each em- phasizes different aspects of learning , and each is therefore useful for different purposes . To ...
... develop such a perspective . A conceptual perspective : theory and practice There are many different kinds of learning theory . Each em- phasizes different aspects of learning , and each is therefore useful for different purposes . To ...
Página 6
... develop their own practices , routines , rituals , artifacts , symbols , conventions , stories , and histories . Family members hate each other and they love each other ; they agree and they disagree . They do what it takes to keep ...
... develop their own practices , routines , rituals , artifacts , symbols , conventions , stories , and histories . Family members hate each other and they love each other ; they agree and they disagree . They do what it takes to keep ...
Página 7
Learning, Meaning, and Identity Etienne Wenger. people congregate in virtual spaces and develop shared ways of pursu- ing their common interests . In offices , computer users count on each other to cope with the intricacies of obscure ...
Learning, Meaning, and Identity Etienne Wenger. people congregate in virtual spaces and develop shared ways of pursu- ing their common interests . In offices , computer users count on each other to cope with the intricacies of obscure ...
Página 8
... our world views . Although learning can be assumed to take place , modern societies have come to see it as a topic of concern in all sorts of ways and for a host of different reasons . We develop national curriculums 8 Prologue : Contexts.
... our world views . Although learning can be assumed to take place , modern societies have come to see it as a topic of concern in all sorts of ways and for a host of different reasons . We develop national curriculums 8 Prologue : Contexts.
Conteúdo
Meaning | 51 |
Negotiation of meaning | 52 |
Participation | 55 |
Reification | 57 |
The duality of meaning | 62 |
Community | 72 |
Mutual engagement | 73 |
Joint enterprise | 77 |
Engagement | 174 |
Imagination | 175 |
Alignment | 178 |
Belonging and communities | 181 |
The work of belonging | 183 |
Identification and negotiability | 188 |
Identification | 191 |
Negotiability | 197 |
Shared repertoire | 82 |
Negotiating meaning in practice | 84 |
Learning | 86 |
The dual constitution of histories | 87 |
Histories of learning | 93 |
Generational discontinuities | 99 |
Boundary | 103 |
The duality of boundary relations | 104 |
Practice as connection | 113 |
The landscape of practice | 118 |
Locality | 122 |
Constellations of practices | 126 |
The local and the global | 131 |
Knowing in practice | 134 |
Identity | 143 |
A focus on identity | 145 |
Some assumptions to avoid | 146 |
Structure of Part II | 147 |
Identity in practice | 149 |
participation and reification | 150 |
Community membership | 152 |
Trajectories | 153 |
Nexus of multimembership | 158 |
Localglobal interplay | 161 |
Participation and nonparticipation | 164 |
Identities of nonparticipation | 165 |
Sources of participation and nonparticipation | 167 |
Institutional nonparticipation | 169 |
Modes of belonging | 173 |
The dual nature of identity | 207 |
Social ecologies of identity | 211 |
Learning communities | 214 |
Epilogue Design | 223 |
Design for learning | 225 |
Design and practice | 228 |
Structure of the Epilogue | 229 |
Learning architectures | 230 |
Dimensions | 231 |
Components | 236 |
A design framework | 239 |
Organizations | 241 |
Dimensions of organizational design | 242 |
Organization learning and practice | 249 |
Organizational engagement | 250 |
Organizational imagination | 257 |
Organizational alignment | 260 |
Education | 263 |
Dimensions of educational design | 264 |
a learning architecture | 270 |
Educational engagement | 271 |
Educational imagination | 272 |
Educational alignment | 273 |
Educational resources | 275 |
Notes | 279 |
Bibliography | 301 |
309 | |
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Termos e frases comuns
ability actions activities alignment Alinsu argued Ariel artifacts aspects become boundary objects broader Chapter claims processors Coda communities of prac communities of practice complex connections constitute context coordination create defined develop dimensions discontinuities discourses discuss Donald Schön duality economy of meaning educational design engagement in practice enterprise experience of meaning focus forms of participation global iden identification and negotiability identity of participation imagination individual inherent instance institutional institutionalized interaction interpretation involved issues Jean Lave John Seely Brown kind knowledge learning community lives membership ment modes of belonging multimembership munities of practice mutual engagement negotiating meaning negotiation of meaning newcomers organization organizational organizational learning ownership of meaning participation and non-participation participation and reification peripheral person perspective production reflect regime of competence relations repertoire requires sense shared practice social theory specific structure talk tice tion trajectories understand worksheet
Passagens mais conhecidas
Página 47 - It is in this sense that they constitute a community of practice. The concept of practice connotes doing, but not just doing in and of itself. It is doing in a historical and social context that gives structure and meaning to what we do.
Página 4 - Such participation shapes not only what we do, but also who we are and how we interpret what we do.
Página 3 - ... and inevitable, and that - given a chance - we are quite good at it? And what if, in addition, we assumed that learning is, in its essence, a fundamentally social phenomenon, reflecting our own deeply social nature as human beings capable of knowing?
Página 4 - Participation here refers not just to local events of engagement in certain activities with certain people, but to a more encompassing process of being active participants in the practices of social communities and constructing identities in relation to these communities.