...not on one type of learning as opposed to another, but on the cultural practice in which the learning is taking place, on issues of access, and on the transparency of the cultural environment with respect to the meaning of what is being learned." - Lave & Wenger, 1991, pp. 104-105 4/*
[Participation] is neither more nor less abstract or concrete, experiential or cerebral, than in any other...legitimate peripheral participation as the core concept of relations of learning, places the explanatory burden for issues such as 'understanding' and 'levels'... 3/*
These categories do not reside in the world as distinct forms of 'knowledge'...they derive from the nature of the new practice generated by sequestration. 'Abstraction' in this sense stems from the disconnectedness of a particular cultural practice. 2/*
"To the extent that [a] community of practice routinely sequesters...newcomers are prevented from peripheral participation...such sequestering when it is institutionalized is that it encourages a folk epistemology of dichotomies, for instance, between 'abstract' and 'concrete' knowledge... 1/*
It connotes both outmoded production and obsolete education. When its history is the pretext for dismissing an issue as an object of study, there is good reason to reexamine its existing historical and culturual diversity." - Lave & Wenger, 1991, p. 62 3/*
In both traditions apprenticeship has been treated as a historically significant object more often than most educational phenomenon - but only to emphasize its anachronistic irrelevance. 2/*
"The historical significance of apprenticeship as a form for producing knowledgeably skilled persons has been overlooked, we believe, for it does not conform to either functionalist or [conflict theorists] views of educational 'progress'. 1/*
Excited is an understatement..I set a goal of attending ICQI because I want to learn from the best!!
