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ERIC Number: ED397238
Record Type: Non-Journal
Publication Date: 1995-Jun
Pages: 8
Abstractor: N/A
Reference Count: N/A
Learning To Control Democratically: Ethical Questions in Situated Adult Education.
Heaney, Tom
Lave and Wenger (1991) reject individualistic and psychologistic theories of learning in favor of a more broadly social and contextual approach. They observe that all learning is situated not only in space and time, but also inextricably in relation to social practice. Learning is "legitimate peripheral participation in a community of practice." Community of practice is a broad characterization that encompasses all social relations. Learning is an individual's ongoing negotiation with communities of practice, which ultimately gives definition to both self and that practice, whether it be in the context of training, literacy acquisition, community action, or graduate education. The "learning situated at the borders" metaphor describes a space and time of tremendous energy and potential. On the edge is where learning is most vital, most urgent, and creative. Adult education flourishes on the borders of countless communities, nurturing the seminal influence of newcomers, facilitating fuller participation in practice, and reinforcing shared decision making and control. When attention is given to the situation of learning, in the interaction between and among learners, their actions, and the world, ethical-normative issues become visible: the disempowering consequences of many training models, the anomalies of schooling as a vehicle for becoming a practitioner, and inconsistencies between practices of higher education and adult education. (YLB)
Publication Type: Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A