Sutherland, R., Lindstrom, B. and Lahn, L. (2009)
p.40 The basic assumption that learning and knowing are situated in human practices does not only mean that context or situation has an influence. It also reflects a non-dualist ontology that does not dissociate the human from the world, an ontology that says that the person is constituted in social practice; at the same time social practice is constituted in social interaction.
Vygotsky's ZPD discussed this relation between the person and the social context: What the child can perform in collaboration or with assistance at one point he or she later can do on their own. Performance comes before competence, and competencies develop through participation in social practices.
p.41 Lave & Wenger 's LPP as a mechamism of learning. Trajectory of participation is from periphery to the centre of the community, but different people will pursue different trajectories - there is not just one route. Learning is a central dimension of such trajectories of participation.
Learning then, in a sociocultural perspective, is the appropriation and mastering of symbolic/discursive and cultural tools within social practices. This appropriation is a process characterised by increasing coordination between the tools and the user(s) of the tools, from an initial encounter and exploration of the tools to the tools becoming transparent to the user.
Learning and Knowing as Situated and Social Activity
p.40 The basic assumption that learning and knowing are situated in human practices does not only mean that context or situation has an influence. It also reflects a non-dualist ontology that does not dissociate the human from the world, an ontology that says that the person is constituted in social practice; at the same time social practice is constituted in social interaction.
Vygotsky's ZPD discussed this relation between the person and the social context: What the child can perform in collaboration or with assistance at one point he or she later can do on their own. Performance comes before competence, and competencies develop through participation in social practices.
p.41 Lave & Wenger 's LPP as a mechamism of learning. Trajectory of participation is from periphery to the centre of the community, but different people will pursue different trajectories - there is not just one route. Learning is a central dimension of such trajectories of participation.
Learning then, in a sociocultural perspective, is the appropriation and mastering of symbolic/discursive and cultural tools within social practices. This appropriation is a process characterised by increasing coordination between the tools and the user(s) of the tools, from an initial encounter and exploration of the tools to the tools becoming transparent to the user.
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