This book presents a theory of learning that starts with the assumption that engagement in social practice is the fundamental process by which we get to know what we know and by which we become who we are. The primary unit of analysis of this process is neither the individual nor social institutions, but the informal 'communities of practice' that people form as they pursue shared enterprises over time. To give a social account of learning, the theory explores in a systematic way the intersection of issues of community, social practice, meaning, and identity. The result is a broad framework for thinking about learning as a process of social participation. This ambitious but thoroughly accessible framework has relevance for the practitioner as well as the theoretician, presented with all the breadth, depth, and rigor necessary to address such a complex and yet profoundly human topic.
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一直觉得situated cognition是个很强大的概念，现在和以后研究的领域也是怎么把社会体验、认知发展和语言习得结合起来，但是必须承认在社科研究里这种设想很难operationalise...
评分作为论文的重要理论参考，不得不说，太博大而不够精深。理念是极好的，作为解释框架还是有欠缺的。
评分一直觉得situated cognition是个很强大的概念，现在和以后研究的领域也是怎么把社会体验、认知发展和语言习得结合起来，但是必须承认在社科研究里这种设想很难operationalise...
评分作为论文的重要理论参考，不得不说，太博大而不够精深。理念是极好的，作为解释框架还是有欠缺的。
评分作为论文的重要理论参考，不得不说，太博大而不够精深。理念是极好的，作为解释框架还是有欠缺的。
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