NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ853755
Record Type: Journal
Publication Date: 2004
Pages: 8
Abstractor: As Provided
Reference Count: 15
ISBN: N/A
ISSN: ISSN-1436-4522
Situated Cognition and Communities of Practice: First-Person "Lived Experiences" vs. Third-Person Perspectives
Hung, David; Looi, Chee-Kit; Koh, Thiam-Seng
Educational Technology & Society, v7 n4 p193-200 2004
This paper considers the work of Martin Heidegger and its relation to situated cognition. The motivation for the paper springs from the perceived misconception that many educators have on situated cognition by applying situated learning strategies in a dualistic orientation, whereas situated cognition is fundamentally relativist (non-dualistic) in epistemology. Hence, we felt that the foundations of situated cognition have to be revisited. In the paper, we relate Heidegger's work to the resurgence of interest in communities of practice and the notions of identity or learning to be (vis-a-vis learning about). We then draw implications to situated cognition and the complementary role of descriptions or representations to situated learning.
International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A