What happened to the promise? A critical (re)orientation of two sociocultural learning traditions

Cleary it is no longer possible to think about learning without context. Although context cannot be ignored anymore, educators often struggle to explain how people learn in and with various contexts. Situated cognition and cultural—historical activity theory (CHAT) hold promise for understanding how...

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Bibliographic Details
Published inAdult education quarterly Vol. 60; no. 1; pp. 26 - 45
Main Authors Niewolny, Kim L, Wilson, Arthur L
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.11.2009
Subjects
Adult Learning
Adult Students
Context Effect
Cultural Influences
Environmental Influences
Erfahrungsorientiertes Lernen
Erwachsenenbildung
Erwachsener
History
Kognition
Kontext
Learning Theories
Lernen
Lernpsychologie
Literaturanalyse
Literature Reviews
Social Influences
Social Theories
context
adult learning
power
situated cognition
CHAT
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Summary:Cleary it is no longer possible to think about learning without context. Although context cannot be ignored anymore, educators often struggle to explain how people learn in and with various contexts. Situated cognition and cultural—historical activity theory (CHAT) hold promise for understanding how adult learners are cultural and historical agents embedded within and constituted by socially structured relationships and tool-mediated activity. This promise, however, is not yet realized as the politicized nature of learning in practice that is foundational to both situated cognition and CHAT remains overlooked in adult learning literature. To move toward fulfilling the promise, this literature review emphasizes the neglected dimensions of recursivity and power within situated cognition and CHAT frameworks.
ISSN:0741-7136
0001-8481
1552-3047
DOI:10.1177/0741713609333086