做中学：社会，认知和计算机的视角
Learning in Doing: Social, Cognitive and Computational Perspectives
C. C. Heath, Roy Pea, Lucy Suchman（Editors）
这套丛书阐述了学习、记忆和理解的情境性本质。它显示了人类思维在社会情境中的发展，并且使用文化提供的工具和表征媒介来支持、拓展和重组心智机能/运作。尽管如此，在学校和工作场所，知识表征和教育实践的认知理论并没能充分地回应他们之间的关系问题。该丛书致力于探讨这些关系，以及目前和未来的学习实质。
This series addresses the situated nature of learning, remembering and understanding. It may appear obvious that human minds develop in social situations, and that they use the tools and representational media that culture provides to support, extend, and reorganize mental functioning. However, cognitive theories of knowledge representation and educational practice, in school and in the workplace, have not been sufficiently responsive to questions about these relationships. This series seeks to examine both these relationships, and the current and future nature of learning.
There are 44 titles in this series...
Adult Learning and Technology in Working-Class Life
工作阶层生活中的成人学习与技术
• Peter Sawchuk
• Hardback | Published June 2003
Bakhtinian Perspectives on Language, Literacy, and Learning
语言、素养及学习的巴赫金视角
• Edited by Arnetha F. Ball, Sarah Warshauer Freedman
• Hardback | Published November 2004
Beyond Communities of Practice
Language Power and Social Context
实践共同体以外：语言力量和社会境脉
• Edited by David Barton, Karin Tusting
• Hardback | Published December 2005
Building Virtual Communities
Learning and Change in Cyberspace
构建虚拟社区：赛博空间的学习与改变
• Edited by K. Ann Renninger, Wesley Shumar
• Hardback | Published September 2002
Changing Classes
School Reform and the New Economy
改变课堂：学校改革与新型经济
• Martin Packer
• Hardback | Published March 2001
Communities of Practice
Learning, Meaning, and Identity
实践共同体：学习，意义和身份
• Etienne Wenger
• Paperback | Published January 2000
Computation and Human Experience
计算机与人类经验
• Philip E. Agre
• Hardback | Published October 1997
Designing for Virtual Communities in the Service of Learning
面向学习的虚拟社区设计
• Edited by Sasha A. Barab, Rob Kling, James H. Gray
• Hardback | Published June 2004
Dialogic Inquiry
Towards a Socio-cultural Practice and Theory of Education
对话探究：趋向社会文化实践与高登· 威尔斯教育理论
• Gordon Wells
• Hardback | Published November 1999
Distributed Cognitions
Psychological and Educational Considerations
分布式认知：心理学与教育学思考
• Edited by Gavriel Salomon
• Paperback | Published June 1997
From Teams to Knots
Studies of Collaboration and Learning at Work
从团队到纽结：工作中的合作与学习研究
• Yrjo Engestrom
• Hardback | Published July 2008
Learning in Likely Places
Varieties of Apprenticeship in Japan
相似地方的学习：日本的各类学徒
• Edited by John Singleton
• Hardback | Published February 1999
Mind and Social Practice
Selected Writings by Sylvia Scribner
思维与社会实践：西尔维亚·思克拉伯纳选集
• Edited by Ethel Tobach, Rachel Joffe Falmagne, Mary Brown Parlee, Laura M. W. Martin, Aggie Scribner Kapelman, Foreword by Barbara Rogoff
• Hardback | Published May 1997
Perspectives on Activity Theory
活动理论观点
• Edited by Yrjv Engeström, Reijo Miettinen, Raija-Leena Punamäki
• Paperback | Published February 1999
Plans and Situated Actions
The Problem of Human-Machine Communication
2nd Edition
计划和情境化行动：人机交互问题（第二版）
• Lucy A. Suchman
• Paperback | Published November 1987
Psychotherapy in Everyday Life
日常生活中的心理疗法
• Ole Dreier
• Hardback | Published January 2008
Situated Cognition
On Human Knowledge and Computer Representations
情境化认知：有关人类知识与计算机表征
• William J. Clancey
• Hardback | Published November 1997
Situated Learning
Legitimate Peripheral Participation
情景学习：合法的边缘性参与
• Jean Lave, Etienne Wenger
• Paperback | Published December 1991
Sociocultural Psychology
Theory and Practice of Doing and Knowing
社会文化心理学：做与知的理论与实践
• Edited by Laura Martin, Katherine Nelson, Ethel Tobach
• Hardback | Published April 1996
Sociocultural Studies of Mind
思维的社会文化研究
• Edited by James V. Wertsch, Pablo del Rio, Amelia Alvarez
• Hardback | Published September 1995
Street Mathematics and School Mathematics
街道数学与学校数学
• Terezinha Nunes, David William Carraher, Analucia Dias Schliemann
• Paperback | Published September 1993
Talking Mathematics in School
Studies of Teaching and Learning
在学校中讨论数学：教与学的研究
• Edited by Magdalene Lampert, Merrie L. Blunk
• Hardback | Published February 1999
Technology in Action
行动中的技术
• Christian Heath, Paul Luff
• Hardback | Published June 2000
The Computer as Medium
计算机作为中介
• Edited by Peter Bxgh Andersen, Berit Holmqvist, Jens F. Jensen
• Paperback | Published May 2007
The Construction Zone
Working for Cognitive Change in School
建构地带：在学校环境中实现认知转变的努力
• Denis Newman, Peg Griffin, Michael Cole
• Paperback | Published October 1989
Thinking as Communicating
Human Development, the Growth of Discourses, and Mathematizing
作为交流的思考：人类发展，语境的发展，以及数学化
• Anna Sfard
• Hardback | Published March 2008
Understanding Practice
Perspectives on Activity and Context
理解实践：有关活动与境脉的观点
• Edited by Seth Chaiklin, Jean Lave
• Paperback | Published February 1997
Vygotskian Perspectives on Literacy Research
Constructing Meaning through Collaborative Inquiry
素养研究的维果茨基视角：通过合作探究建构意义
• Edited by Carol D. Lee, Peter Smagorinsky
• Hardback | Published May 2000
Vygotsky's Educational Theory in Cultural Context
文化境脉中的维果茨基教育理论
• Edited by Alex Kozulin, Boris Gindis, Vladimir S. Ageyev, Suzanne M. Miller
• Hardback | Published December 2003
1. Plans and Situated Actions: The Problem of Human-Machine Communication by Lucy A. Suchman (Author)
计划和情境化行动：人机交互问题
Editorial Reviews
Review
"Plans and Situated Actions is a substantive book. It has somthing important to say both to designers of interactive computer systems and to cognitive scientists who wish to understand communication either between people or between people and machines." Contemporary Psychology
"...a genuine pleasure to see a book that makes a real contribution to cognitive science by way of an anthropological analysis of interaction." American Anthropologist
Book Description
This lively and original book offers a provocative critique of the dominant assumptions regarding human action and communication which underlie recent research in machine intelligence. Lucy Suchman argues that the planning model of interaction favoured by the majority of AI researchers does not take sufficient account of the situatedness of most human social behaviour. The problems that can arise as a result are pertinently, and often amusingly, illustrated by the careful analysis of a recorded interaction between novice users and an intelligent machine, whose design has failed to accommodate essential resources of successful human communication.
"Plans and Situated Actions" presents a compelling case for the re-examination of current models of underlying interface design. Lucy Suchman's proposals for a fresh characterization of human-computer interaction which also incorporates recent insights from the social sciences provides a challenge that everyone interested in machine intelligence will need seriously to consider.
Review: Important Beyond Its Ostensible Field, July 11, 2002
By Tom Gray
This is an outstanding book. The insight that showed the power of the idea of `situated action' goes far beyond the realm of interactive design or even human computer interaction in its entirety. It is a fundamental solution to the problem of facing complexity and contingency. Its implications are widespread. This book was published in the 1987 when during the last days of classical AI. This is one of the seminal books that showed the inadequacies of the classical formulation. Indeed it showed a new and much more way of achieving the goals that classical AI set for itself and failed. Despite its age the ides in this book are still fresh and important.
. Absolute certainty is impossible and the quest for it is costly and futile. Instead of trying to overcome the uncertainty that is in the world, the system designer should embrace it and use it as a tool to solve the problems that it creates.
This is a book that should be read by anyone who has set the task for themselves of developing any system that must function in an uncertain environment. In short this is a book that should be read by anyone who is developing a system that will have to function within the real world
A classic work on the application of social science to HCI, May 10, 2006
By a reader (california) - See all my reviews
This book is not for everyone. Suchman makes connections between AI, HCI and the sociological areas of ethnomethodology and conversation analysis (EM/CA) - connections that have been very visible and influential in subsequent HCI and CSCW research. If you don't have any background in these sociological areas, it will take some work to read it.
That said, I think this book is reasonably accessible, and certainly more so than has been suggested by some reviewers. Suchman was writing to counter a prevalent mindset in the AI community of the time. Basically, Chapters 2 and 3 set up a technical and philosophical strawman (human action as the execution of plans), Chapters 4 and 5 provide an explanation of some necessary theoretical background, and the rest is an analysis of interaction in the context of these theories that serves to knock down the strawman. It's fairly hard to have a more clear and logical organization than that. There's no part of that organization that could be left out and still have the book make sense.
Fundamental reading, June 28, 2000
By Sandro Marques (Brazil) - See all my reviews
This is THE book to start with if anybody is interested in studying interaction design. In a time everybody calls themselves an interaction designer, it's a highly recommended reading to learn there's more to interaction than simply large colourful buttons... Based on an ethnomethodological perspective, Suchman does a brilliant job in analysing users' interactions with an advanced Xerox machine, and putting forth an interesting critique of classical AI concepts. It's highly recommended for anybody interested in Human-Computer Communication and interaction design.
Furthermore, by comparison, the theoretical parts of this book should be easier for the uninitiated to read than are Garfinkel's writings on ethnomethodology (or most CA writings by almost anyone). They may or may not do justice to those ideas, but that's a separate question. And for someone with any background at all in these areas (though as suggested by other reviewers, this does not include a huge number of people), this book should be a very straightforward read.
The bottom line for me is that this book (like Paul Dourish's "Where the Action Is") is an interdisciplinary gem that has the potential to change how you think about how people approach technology. There aren't that many books for which that can be said.
not for beginners or the faint of heart, but fundamental, December 31, 2006
By J. Gross - See all my reviews
Suchman's book is a classic (and about to be updated!), but that doesn't mean there aren't any caveats. Suchman's analysis is deep, her writing thick (incredibly terse, dense prose that may require a good dictionary), and her perspective is still controversial.
This book doesn't tell you how to "do" very much - it's not a step-by-step method book. This is a mix of theory and method that will force the engaged reader to reflect on his/her own work.
This book stands as perhaps the best example of a socio-cognitive analysis of technology, and is therefore correctly treated as fundamental in HCI and related fields. For a researcher who is interested in the relationship between technology and people, or technology and the world, this is a must-read. AI and HCI stumble into each other frequently, but this is a book for both audiences.
As for the debate of plans vs. situated action, well, to some extent I find it irrelevant. Suchman never claims that plans don't exist or are unimportant. Even if your work is completely plan-oriented - say, AI planning (e.g. path planning), you should read this book - it will challenge some of your assumptions, and force you to grapple with problems that exist when technology interacts with the world.
That having been said, this is not an introductory reader on HCI, AI, or any other topic. Suchman's terse language frustrates even some very intelligent grad students and PhD's, and again, this book is deep. It's a book that has challenged me as I've read and re-read it over the years, and I treasure it.
2．Beyond Communities of Practice: Language Power and Social Context by David Barton (Editor), Karin Tusting (Editor)
实践共同体以外：语言力量和社会境脉
Editorial Reviews
Book Description
The concept of "communities of practice" (Lave and Wenger 1991, Wenger 1998) has become influential in education, management, and social sciences in recent years. This volume emphasizes the significance of language, power, and social context in understanding how communities of practice work. Domains of empirical research reported include schools, police stations, adult basic education, higher education and multilingual settings. The relationship between communities of practice and literacy studies, critical language studies, the ethnography of communication, socio-cultural activity theory, and sociological theories of risk is also evaluated.
About the Author
David Barton is Professor of Language and Literacy in the Department of Linguistics at Lancaster University. He is Director of the Lancaster Literacy Research Centre. His main work has been concerned with carrying out detailed studies of literacy practices in different domains of life and with rethinking the nature of literacy in contemporary society. Karin Tusting is a Research Associate at the Literacy Research Centre at Lancaster University. She is currently working on the Adult Learnersâ Lives project, an ethnography study of the relationship between learning and other aspects of peopleâs lives, working with adult literacy, numeracy, and ESOL learners.
3.Adult Learning and Technology in Working-Class Life by Peter Sawchuk (Author) (Hardcover - Mar 3, 2003)
工作阶层生活中的成人学习与技术
Editorial Reviews
Review
"Sawchuk is able to detect subtle strategies used by workers to increase their own store of cultural capital at the employers' expense. His analysis also succeeds at relating the concerns of Marxists with relations of production to those of postmodernists focused on identity formation and cultural appropriation. The result is a new set of perspectives on the relationships suggested in the title, and a new appreciation of the complexity of those relationships." American Journal of Sociology
"...engaging..." Labour/Le Travail
"This is a complex work with a social improvement goal.... Recommended." Choice
Book Description
This book explores the hidden world of everyday learning in the lives of manufacturing workers from a social perspective. It challenges the myth that everyday learning, despite its apparent openness and freedom, can be understood as class-neutral. Based on life-history interviews, selected ethnographic observations in homes and factories, and large-scale survey materials as well as the microanalysis of human-computer interaction, the analysis follows learning across the spheres of "working-class life" and draws on the author's personal experiences as a factory worker and academic.
4.Psychotherapy in Everyday Life by Ole Dreier (Author) (Hardcover - Dec 3, 2007)
Editorial Reviews
日常生活中的心理疗法
Book Description
Psychotherapy in Everyday Life shows how clients employ therapy in their daily lives. The varied and extensive efforts involved in this are systematically overlooked in therapy research. The book shines important new light on processes of personal change and learning in practice. More generally speaking, it launches a theory of personhood based on how persons conduct their everyday lives in social practice. This approach and many of the book's findings are of immediate relevance for understanding other fields of expert practice.
About the Author
Ole Dreier is a professor in the department of psychology at the University of Copenhagen, where he received both his M.A. and his Ph.D. He is a leading scholar in activity theory and critical psychology in Europe and combines work on the development of theory with research directed at developing practices in the fields of psychotherapy, health care, and education. He is a member of the Danish interdisciplinary Center for Health, Humanity, and Culture and an approved specialist in psychotherapy and supervision. Dreier has held the Wilhelm-Wundt chair in Leipzig and has been affiliated with universities in Mexico, Germany, and the United States. He is a member of the International Society for Theoretical Psychology and the International Society for Cultural and Activity Research.
5.Talking Mathematics in School: Studies of Teaching and Learning
by Magdalene Lampert (Editor), Merrie L. Blunk (Editor) (Hardcover - Oct 13, 1998)
在学校中讨论数学：教与学的研究
Editorial Reviews
Book Description
Talking Mathematics in School investigates the relationship between students' discussions about mathematics in K-12 classrooms and their mathematical understanding. Beginning with a linguistic and sociolinguistic review of what is known about connections between thought, language, and learning, Lampert and Blunk consider what this research suggests for the teaching and learning of mathematical ideas and discourse. A collection of studies from various disciplinary perspectives--set in elementary and secondary classrooms, a computer-supported tutorial, and a workplace interaction--examines the nature of mathematical talk and the roles of students, teachers, tasks, and environment in producing it.
6.Building Virtual Communities: Learning and Change in Cyberspace by K. Ann Renninger (Editor), Wesley Shumar (Editor) (Paperback - Jul 8, 2002)
构建虚拟社区：赛博空间的学习与改变
Editorial Reviews
Review
this volume provides an important initial grounding to a topic of much interest to educators, designers, sociologists, anthropologists, and even past, present, and future community members. Convergence 2003
Book Description
This study examines how learning and cognitive change are fostered by online communities. The chapters provide a basis for thinking about the dynamics of Internet community building. They consider the role of the self or individual as a participant in virtual community, and the design and refinement of technology as the conduit for extending and enhancing the possibilities of community building in cyberspace. The volume will interest educators, psychologists, sociologists, and researchers in human-computer interaction.
Reader Reviews: Interesting but to my mind very uneven, November 24, 2002
By John Harpur (Trim, Meath, IRELAND) - See all my reviews
I found this to be a mildly interesting collection of papers but rather uneven in focus and range. Several papers tried to reach theoretical heights while others contented themselves by reporting on specific projects, e.g. Math Forum. The volume is quite 'a house divided' but there are cross currents.
The biggest problem with the book is that it has something for everyone. Hence each chapter has some points of interest but nothing of great insight or profundity is elaborated. For instance the theorising on communities is to my mind absolutely primitive. No mention of Hobbes or Locke here. The whole question of the political dynamic of a community is simply not addressed, i.e. power structures. This is serious flaw.
The book tends to reflect technocratic stance on community building. At all costs avoid value judgements and the moral dimension. Communities by numbers.
In fact, the communities described in various papers seem to really be fan clubs or hobby clubs which are using the internet to further their purposes. No big deal in many ways. Of course from the authors perspective that would be too simple a reading of the actual value of 'virtual comunities'. The danger is that some readers may simply perceive many of the efforts to elaborate on the digital components of a 'community' as mere psuedo-intellectual twaddle. For example no one speaks of a 'telephonic community' emerging post Alexander Bell. People were more grounded in those days it seems.
There is much emphasis on Computer Mediated Communication (CMC) throughout the book as a significant leap into a new state of togetherness. Much of this is hard to argue with if it was merely stating the obvious, i.e. kids talking about games in chat rooms, parents discussing their kids math progress, etc. However, one can't but feel that the thrust of the book in towards overkill. The internet is in many of these instances is simply a souped up penpal system.
It is easy to be critical of a book like this and see it akin to any other book telling us how much sand is in the Sahara. However, the authors clearly believe that the internet can inspire a new communal modality.
I am not sure I would share their enthusiasm having run several lists and online 'club's over the years. What strikes me as glaringly absent, is an analysis of how one motivates users to remain within a group and contribute. How do you motivate people? Crack that and the world will change. A recent issue of the Communications of the ACM published interesting research from Microsoft showing just how hard it is to get people to come forward socially on the net.
I wouldn't recommend passing over this book. It is worth skimming out of interest just to keep yourself abreast of emergent themes but I would put in the second rank and in preference first buy a good elearning book (by Alessi for instance).
7. Thinking as Communicating: Human Development, the Growth of Discourses, and Mathematizing
by Anna Sfard (Author)
作为交流的思考：人类发展，话语的发展，以及数学化
Editorial Reviews
Book Description
This book contributes to the current debate about how to think and talk about human thinking so as to resolve or bypass such time-honored quandaries as the controversy of nature vs. nurture, the body and mind problem, the question of learning transfer, and the conundrum of human consciousness. The author responds to the challenge by introducing her own commognitive conceptualization of human thinking. She argues for this special approach with the help of examples of mathematical thinking. Except for its contribution to theorizing on human development, the book is relevant to researchers looking for methodological innovations, and to mathematics educators seeking pedagogical insights and improvements.
About the Author
Anna Sfard is based at the University of Haifa in Israel and holds a joint appointment as Lappan-Phillips-Fitzgerald Professor of Mathematics Education at Michigan State University and as Professor of Mathematics at the University of London, UK. With a formal background in mathematics and physics, and with a life-long interest in history, philosophy, and language, Anna Sfard has been involved in research on learning for more than 25 years. In a series of studies in Israel, Canada, and the U.S. she has been investigating the development of mathematical thinking both in history and in individual learning. Results of these studies, both theoretical and empirical, have been published in more than 100 articles that have been widely cited. She has co-edited a number of books and special issues and has been on editorial boards of several professional journals. For many years, she served as an editor of the Israeli Journal for Mathematics Teachers. Anna Sfard has been a visiting scholar at Warwick University, Purdue University, and Vanderbilt University while also serving on many international professional committees.
8.From Teams to Knots: Studies of Collaboration and Learning at Work by Yrjo Engestrom (Author) (Hardcover - May 31, 2008)
从团队到纽结：工作中的合作与学习研究
Editorial Reviews
Book Description
Teams are commonly celebrated as efficient and humane ways of organizing work and learning. By means of a series of in-depth case studies of teams in the United States and Finland over a time span of more than ten years, this book shows that teams are not a universal and ahistorical form of collaboration. Teams are best understood in their specific activity contexts and embedded in historical development of work. The book develops a set of conceptual tools for analysis and design of transformations in collaborative work and learning.
About the Author
Yrjö Engeström earned his Ph.D. from the University of Helsinki in 1987. He is a professor of adult education and Director of the Center for Activity Theory and Developmental Work Research at University of Helsinki. He is Professor Emeritus of Communication at the University of California, San Diego, where he also served as Director of the Laboratory of Comparative Human Cognition from 1990 to 1995. Engeström applies and develops cultural-historical activity theory as a framework for the study of transformations and learning processes in work activities and organizations. He is widely known for his theory of expansive learning and for the methodology of developmental work research.
9.Bakhtinian Perspectives on Language, Literacy, and Learning by Arnetha F. Ball (Editor), Sarah Warshauer Freedman (Editor) (Hardcover - Aug 30, 2004)
语言、素养及学习的巴赫金视角
Editorial Reviews
Book Description
Contributed by authors who write from various disciplinary perspectives, the essays in this book clarify the learning theories of Mikhail Bakhtin and address the application of his concepts to contemporary issues. In addition, the authors are joined by other scholars in a Bakhtinian dialogue. Together, they address questions that readers may have about Bakhtinian theory and its application to everyday teaching practices.
About the Author
Arnetha F. Ball is Associate Professor of Education at Stanford University. Her research interests focus on the oral and written literacies of culturally and linguistically diverse populations in the United States and South Africa. She has served on many boards and committees in her field and has published widely, with numerous book chapters and articles in journals that include Linguistics and Education, Applied Behavioral Science Review, Language Variation and Change, and Written Communication. Sarah Warshauer Freedman is Professor of Education at the University of California, Berkeley and was Director of the National Center for the Study of Writing and Literacy from 1985â1996. She is the author of Exchanging Writing, Exchanging Cultures: Lessons in School Reform from the United States and Great Britain [Harvard University Press], Response to Student Writing [National Council of Teachers of English] and the editor of The Acquisition of Written Language [Ablex]
10.Mind and Social Practice: Selected Writings by Sylvia Scribner
by Barbara Rogoff (Foreword), Ethel Tobach (Editor), Rachel Joffe Falmagne (Editor), Mary Brown Parlee (Editor), Laura M. W. Martin (Editor), Aggie Scribner Kapelman (Editor) (Hardcover - Aug 30, 2004)
思维与社会实践：西尔维亚·思克拉伯纳选集
Editorial Reviews
Review
"With her cognitive study of work, Sylvia Scribner chartered yet another area for a sociocultural study of human activity. The readers of this volume are invited to continue the exploration using Sylvia Scribner's unfinished 'map'." Contemporary Psychology
"The volume is a wonderful illustration of Scribner's thinking and work over time, and the editors have arranged the volume in such a way as to place Scribner's work in the context of her life, her commitments, and the political and intellectual events of the times. Researchers will find this volume useful, not only because it brings together a number of Scribner's writings but also as a tool for reflecting on their own evolving theorizing and its sociohistorical development. The volume is also valuable for use in graduate courses that examine learning and schooling in cultural and social context and as a coherent example of a researcher interweaving theory and practice and her response to the moral obligations she owned as a researcher." Joanna O. Masingila, Anthropology & Education Quarterly
Book Description
Sylvia Scribner's contributions to the emergent field of cultural psychology have been monumental. Her studies of reasoning and thinking within contexts of culture and activity added new concepts, methods, and findings to what many now consider a distinctive branch of psychology. Mind and Social Practice brings together published and unpublished work from Sylvia Scribner's wide-ranging and prolific career. The book is arranged chronologically and includes five section introductions by the editors, placing Scribner's work in the context of her life, her commitments, and the political and intellectual events of the times. This authoritative text will appeal to researchers in cognitive, work, and educational psychology, as well as anthropologists.
12.Sociocultural Psychology: Theory and Practice of Doing and Knowing by Laura Martin (Editor), Katherine Nelson (Editor), Ethel Tobach (Editor) (Hardcover - 2000)
社会文化心理学：做与知的理论与实践
Editorial Reviews
Review
"...the volume brings to its readers a number of valuable new ideas and current intellectual position statements..." Jaan Valsiner, Contemporary Psychology
Book Description
These essays by leading theorists and researchers in sociocultural, cognitive, developmental, and educational psychology honor the memory of Sylvia Scribner, who believed that science holds a responsibility to human welfare and understanding and whose work is recognized by the authors as seminal to their own thinking. The themes include the relationship between history and culture, the importance of context to thinking, the place of literacy in human activity and thought, and cognition in school and in the workplace. The volume presents applications of activity theory to fundamental issues in human behavior at work, in school, and in problem solving situations, and it analyzes historical-societal processes in science and culture. Sociocultural Psychology is crucial reading for researchers and graduate students in sociocultural, cognitive, developmental, and educational psychology.
13.The Computer as Medium
by Peter Bxgh Andersen (Editor), Berit Holmqvist (Editor), Jens F. Jensen (Editor) (Hardcover - Sep 29, 1995)
计算机作为中介
Editorial Reviews
Book Description
Computers are developing into a powerful medium integrating film, pictures, text, and sound, and the use of computers for communication and information is rapidly expanding. The Computer as Medium brings insights from art, literature, and theater to bear on computers and discusses the communicative and organizational nature of computer networks within a historical perspective. The book consists of three parts: The first part characterizes the semiotic nature of computers and discusses semiotic approaches to programming and interface design. The second section discusses narrative and aesthetic issues of interactive fiction, information systems, and hypertext. The final part contains papers on the cultural, organizational, and historical impact of computers.
14. Street Mathematics and School Mathematics (Paperback - April 30, 1993)
by Terezinha Nunes (Author), David William Carraher (Author), Analucia Dias Schliemann (Author) by John Singleton (Editor)
街道数学与学校数学
Editorial Reviews
Book Description
People who learn to solve problems on the job often have to do it differently from people who learn in theory. Practical knowledge and theoretical knowledge is different in some ways but similar in other ways - or else one would end up with wrong solutions to the problems. Mathematics is also like this. People who learn to calculate, for example, because they are involved in commerce frequently have a more practical way of doing mathematics than the way we are taught at school. This book is about the differences between what we call practical knowledge of mathematics - that is street mathematics - and mathematics learned in school, which is not learned in practice. The authors look at the differences between these two ways of solving mathematical problems and discuss their advantages and disadvantages. They also discuss ways of trying to put theory and practice together in mathematics teaching.
15.Learning in Likely Places: Varieties of Apprenticeship in Japan (Hardcover - Jul 3, 2000)
by John Singleton (Editor)
相似地方的学习：日本的各类学徒
Editorial Reviews
Book Description
People who learn to solve problems on the job often have to do it differently from people who learn in theory. Practical knowledge and theoretical knowledge is different in some ways but similar in other ways - or else one would end up with wrong solutions to the problems. Mathematics is also like this. People who learn to calculate, for example, because they are involved in commerce frequently have a more practical way of doing mathematics than the way we are taught at school. This book is about the differences between what we call practical knowledge of mathematics - that is street mathematics - and mathematics learned in school, which is not learned in practice. The authors look at the differences between these two ways of solving mathematical problems and discuss their advantages and disadvantages. They also discuss ways of trying to put theory and practice together in mathematics teaching.
16.Technology in Action (Hardcover - Jul 3, 2000)
by Christian Heath (Author), Paul Luff (Author)
行动中的技术
Editorial Reviews
Review
"This excellent book does much to address the relationship between humans and technology in a truly encompassing way, by situating technology and its use in the broader human cognitive and social context, not just the context of the more typical computer-user dyad. In the absence of an understanding of what Lucy Suchman calls "Situated Ation," we shall remain doomed to violate human productivity and digrity with technologies which impose rather than invite; dominate rather than serve. Christian Heath and Paul Luff have given us a series of well-argued case studies which compellingly illustrate how a failure to take a broader view produces interior technologies and also how the broader view can lead to truly productive technologies which empower rather than impverish the human work experience. John Mitterer, Brock University
Book Description
Despite extraordinary advances in digital and communication technology over recent years, we know very little about the way these complex systems affect everyday work and interaction. This book seeks to explore these issues through a series of video-based field studies that look at the introduction of basic information systems in general medical practice, news production, the control rooms of the London Underground and computer aided design in architectural practice. It focuses in particular on social interaction and the way video-based field studies can inform the design, development and implementation of new technology.
17.Vygotskian Perspectives on Literacy Research: Constructing Meaning through Collaborative Inquiry by Carol D. Lee and Peter Smagorinsky (Paperback - Nov 28, 1999)
素养研究的维果茨基视角：通过合作探究建构意义
Editorial Reviews
Review
"Set[s] a new agenda for literacy research." Harvard Educational Review
Book Description
The authors in this collection use Vygotsky's cultural-historical theory of human development to frame their analyses of schooling, with particular emphasis on the ways in which literacy practices are mediated by social interaction and cultural artifacts. This volume extends Vygotsky's cultural-historical theoretical framework to embrace nuances of learning and development that are influenced by culture as instantiated through the experiences of race, ethnicity, and language variation. This collection serves as a form of collaborative inquiry that itself will stimulate further consideration of these topics and further learning with Vygotsky about the ways in which individuals and social groups inquire and learn.
18.Situated Cognition: On Human Knowledge and Computer Representations (Paperback - Aug 28, 1997) by William J. Clancey (Author)
情境化认知：有关人类知识与计算机表征
Editorial Reviews
Book Description
This text deals with recent changes in the design of intelligent machines. New computer models of vision and navigation in animals suggest a different way to build machines. Cognition is viewed not just in terms of high-level "expertise," but in the ability to find one's way around the world, to learn new ways of seeing things, and to coordinate activity. This approach is called situated cognition. Situated Cognition differs from other purely philosophical treatises in that Clancey, an insider who has built expert systems for twenty years, explores the limitations of existing computer programs and compares them to human memory and learning capabilities. Clancey examines the implications of "situated action" from the perspective of artificial intelligence specialists interested in building robots.
Reader reviews:Insightful, critical and deep analysis, read it with an open mind coupled with imagination, January 24, 2006
By Binti Abdullah Nik Nailah "asantehene" (Japan) - See all my reviews
First, I begin with my personal view of this book that has been carefully and intelligently (witty as well) written by William.J.Clancey.
This books is one of a kind because it attempts to understand the complexity of human behavior, and most importantly the message is that we do not choose our words carefully when communicating and likening an intelligent system as being "intelligent".
The author has done various and well known readings and rationalizes very well to completely understand the cognition theory.
The best education I received from this book was feeling "reborn, and reborn". Each time I read this book, I find many more knowledge inside it, and I've read it for about 5 times, that is has become like a "bible" that I carry everywhere with me.
This book is best read with an open mind coupled with imagination and emotion, it is best viewed from the view of the author, himself.
This book is a modest book, that is frank, and it is a no-nonsense book. I recommend that this book becomes a basis for young researchers to read and learn, especially on the notes for the next generation on how to conduct true scientific research.
When I first read the book, it took quite a while to adapt, because it changes your perspectives and whole outlook and it comes heavy with history and how scientific research evolved from the 1950's.
As a final note, i say what I learn best from this book is not only the knowldege I gain but most importantly it helped me shaped me up as a person, and gives deep motivation, if one carefully reads it.
it's an all in one book, for the growth of science, spiritual, personality and strength.believing faithfully in something you believe despite...all the obstacles
19.Changing Classes: School Reform and the New Economyby Martin Packer (Author) (Paperback - Dec 4, 2000)
改变课堂：学校改革与新型经济
Editorial Reviews
Review
"Martin Packer's Changing Classes is a tour de force. Most ethnographic studies of schooling stop short on one side or the other of the classroom door. This keeps us from a more comprehensive and deeper grasp of the complex interaction between what happens inside and outside the school. Packer, seeking a cultural account of schooling, deftly tells a vivid story of attempts to change schools creatively--through the work and play of children, teachers and administrators--in response to devastating changes in the community. He brings changing national and state political forces into this account to show us how broad, competing school reform initiatives clash with nuanced attempts at local reform. This is a remarkable achievement." Jean Lave, University of California, Berkeley
"Offers a valuable, detailed description and analysis of educational reform...a thorough description of what 'school reform' really means, 'on-the-ground'". Journal of Curriculum Studies
"Brings to life the dynamics of the poor, working-class community of Willow Run, struggling to survive in declining manufacturing economy and fearful of the future that lies ahead for its children...Puts the educational process and education reform into the socioeconomic context convincingly and compellingly...A timely resource for policymakers and researchers, and a challenge for reformers who think in abstractions and not through the lens of a single community struggling to do well for its children." Review of Policy Research
"Changing Classes is a must read. Packer gives highly sensitive, compelling, interesting, and creative account of what happens to individuals, schools, and community life as a result of powerful economic and political forces. This story...reminds us how influential schools are to us personally and to those in our surrounding community." Contemporary Psychology
"Humane, straightforward, and accessible...Will be relevant to those interested in whole-school and systemic reform. It should also be read by those concerned with developing new genres of educational research representation that are simultaneously accessible to a range of interested readers and more respectful of the research subjects." Mind, Culture, and Activity
Book Description
Changing Classes tells the story of Willow Run, a small, poor, ethnically-mixed town in Michigan's rust belt, a community in turmoil over the announced closing of a nearby auto assembly plant. As teachers and administrators began to find ways to make schooling more relevant to working-class children, two large-scale school reform initiatives swept into town: the Governor's "market-place" reforms and the National Science Foundation's "state systemic initiative." Against the backdrop of a post-fordist economy, the author shows complex linkages at work as society structures the development of children to adulthood.
20.Understanding Practice : Perspectives on Activity and Context
by Seth Chaiklin (Editor), Jean Lave (Editor) (Paperback - May 31, 1996)
理解实践：有关活动与境脉的观点
Editorial Reviews
Review
Understanding Practice is an important contribution to the direction of the field. It has a cohesive theme that is timely in the direction of several disciplines, including psychology, anthropology and education. Barbara Rogoff
Book Description
Understanding Practice brings together many different perspectives that have been applied to examining social context. From Ole Dreier's work on the therapeutic relationship, to Hugh Mehan's work on learning disabled students, to Charles and Janet Keller's work on blacksmithing, the chapters form a diverse and fascinating look at situated learning. A distinctive feature of the book is the wide range of theoretical and methodological approaches to the problem of understanding cognition in everyday settings.
Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
representational directives, monistic real world, standard steaming watch, nonrepresentational meaning, representational speech, biplane box, skimmer handle, particular behavior setting, subjective reasons for action, bearing taker, first number family, situational sense, societal mediation, umbrella plan, stimulated recall interview, representational interpretation, navigation activity, cooking club, fix cycle, graphical formalisms, anchor detail, behavior settings, delayed children, subjective rationality, verbal tactics
21.Computation and Human Experience by Philip E. Agre (Author) (Paperback - Jul 28, 1997)
计算机与人类经验
Editorial Reviews
Review
[an] excellently produced book extremely informative, easily readable and good value for money. Palass Newsletter
Book Description
This book offers a critical reconstruction of the fundamental ideas and methods in artificial intelligence (AI) research. By paying close attention to the metaphors of AI and their consequences for the field's patterns of success and failure, it argues for a reorientation of the field away from thought and toward activity. By considering computational ideas in a large, philosophical framework, the author eases critical dialogue between technology and the social sciences. AI can benefit from an understanding of the field in relation to human nature, and in return, it offers a powerful mode of investigation into the practicalities of physical realization. Researchers in AI and cognitive science will welcome this timely discussion.
Card catalog description
This book offers a critical reconstruction of the fundamental ideas and methods of artificial intelligence research. Through close attention to the metaphors of AI and their consequences for the field's patterns of success and failure, it argues for a reorientation of the field away from thought in the head and toward activity in the world. By considering computational ideas in a philosophical framework, the author eases critical dialogue between technology and the humanities and social sciences. AI can benefit from new understandings of human nature, and in return, it offers a powerful mode of investigation into the practicalities and consequences of physical realization.
Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
machinery parsimony, deictic ontology, technical schemata, critical technical practice, visual operators, deictic representation, cognitivist movement, interesting bee, digital abstraction, dependency maintenance, dependency network, visual routines, computational ideas, routine evolution, dependency system, computational research, generative metaphor, combinational logic circuit, inverted input, reflexive thesis, visual operations, computational psychology, metaphor system, rule firings, practical logic
Review: Dated, but good, August 10, 2005
By Chris R. Sims - See all my reviews
During the 1980s, there were two main approaches to the computational study of human intelligence. The first, and largest, was the symbolic approach, derived from the work of Church and Turing, and later championed by two giants in the field, Simon and Newell. These researchers formulated the Physical Symbol System Hypothesis, according to which all of human intelligence can be expressed as a process of search in a symbolic state space transformed through the use of equally discrete operators.
The other camp, mostly hiding in the shadows for much of this time, derived from control theory and the servomechanisms of WWII. They held that the human brain was not a discrete symbol-processing entity but rather something constantly in direct contact with a continuous world. Although this group found its closest computational champions in Rosenblatt and Rumelhart, it paled in comparison to the promises and research invested early on in the symbolic approach.
Agre's book, Computation and Human Experience, was written as a call to arms for researchers in the symbolic tradition, a challenge to critically re-evaluate their own ideas and methods. In contrast to the "mentalist" juggernaut, Agre proposes an interactionist view of cognition, and shows how such an approach can be reconciled with the technical practice of constructing computational models. The book achieves a rare balance of philosophical argument with computational theory, though in both sides experts will be able to find holes in Agre's arguments.
However, the biggest problem with this book is its relevance to the current state of affairs. Much of this work is based on the research that went into Agre's doctoral dissertation (completed in 1988), and in the 2 decades that have passed the situation in cognitive science has improved dramatically. Embodied cognition is not a dark art but an accepted and thriving practice, deictic representation is more commonplace, and even "rule-based" production system architectures like Anderson's ACT-R have found the representations and techniques necessary to interact with a dynamic and continuous world.
Whether or not Agre's book has contributed to the current and improving state of affairs is a matter for speculation (my feeling is that it has), but it is most important that no reader today mistake this book's perspective ("situated" in the mid-1980s) as representative of the current status of cognitive science.
22.Distributed Cognitions: Psychological and Educational Considerations
by Gavriel Salomon (Editor) (Paperback - Jan 13, 1999)
分布式认知：心理学与教育学思考
Editorial Reviews
Review
"...an interesting and exciting volume that is a good companion piece to recently released titles with a similar theme...this volume is unique because the contributors thoroughly examine theories of 'distributed cognition' within the traditions of psychology and educational research...this excellent book should be read not only by people interested in psychology and education, but by cognitive psychologists, anthropologists, sociologists, and interdisciplinarians. It will evoke reflection upon reasoning, practice, and the use of artifacts." Henrik Artman, Mind, Culture & Activity
Book Description
Traditionally, human cognition has been seen and studied as existing solely "inside" a person, irrelevant to the social, physical, and artifactual context in which cognition takes place. This book reexamines the nature of cognition and proposes that a clearer understanding of human cognition would be achieved if it were conceptualized and studied as distributed among individuals; knowledge is socially constructed through collaborative efforts toward shared objectives within cultural surroundings, and that information is processed among individuals and the tools and artifacts provided by culture. The contributors to this thought-provoking text enhance their arguments by offering examples from daily life and educational activities. Researchers in a number of social and scientific fields will welcome this book.
23．Perspectives on Activity Theory (Learning in Doing: Social, Cognitive and Computational Perspectives) (Paperback)
by Yrjv Engeström (Editor), Reijo Miettinen (Editor), Raija-Leena Punamäki (Editor) (Paperback - Dec 28, 1996)
活动理论观点
Editorial Reviews
Book Description
Activity theory is an interdisciplinary approach to human sciences that originates in the cultural-historical psychology school of thought, intitiated by Vygotsky, Leont'ev and Luria. Activity theory takes the object-oriented, artifact-mediated collective activity system as its unit of analysis, thus bridging the gulf between the individual subject and the societal structure. This volume is the first comprehensive presentation of contemporary work in activity theory, with twenty-six original chapters by authors from ten countries. The first part of the book discusses central theoretical issues, and the second part is devoted to the acquisition and development of language. Part Three contains chapters on play, learning, and education, and Part Four addresses the meaning of new technology and the development of work activities. The final section covers issues of therapy and addiction.
24．The Construction Zone: Working for Cognitive Change in School
by Denis Newman (Author), Peg Griffin (Author), Michael Cole (Author) (Paperback - April 28, 1989)
建构地带：在学校环境中实现认知转变的努力
Editorial Reviews
Book Description
This study addresses the process of developmental change as it occurs in the course of classroom lessons. The book aims to answer such questions as what forms of teacher-student interaction are most effective for producing developmental transformations in children's understanding. It also addresses why knowledge derived from psychological experiments on children's learning and development so often seems irrelevant to classroom teachers and how it is possible to reconcile Piaget's emphasis on the central role of independent intervention and constructive activity with learning theorists' emphasis on environmental feedback as the motive force of change. Assuming that intellectual development occurs in the "construction zone," a shared space encompassing the joint constructive efforts of teachers and students, the authors provide innovative answers to these and related questions. The questions are illustrated with detailed analyses of specially constructed lessons in the instructional areas of natural science, social studies, and mathematics.
25.Vygotsky's Educational Theory in Cultural Context
by Alex Kozulin (Editor), Boris Gindis (Editor), Vladimir S. Ageyev (Editor), Suzanne M. Miller (Editor) (Paperback - Sep 15, 2003)
文化境脉中的维果茨基教育理论
Editorial Reviews
Review
"Kozulin, Gindis, Ageyev, and Miller have masterfully brought together a series of papers that create a dynamic picture of the past, present, and future of Vygotsky's theories in various socio-cultural contexts...Clearly written and well organized...Does an excellent job of describing the nature of the socio-cultural approach to education as deeply philosphical and pragmatic at the same time." Journal of Cognitive Education and Psychology
"Perhaps the most comprehensive treatment of Vygotskian educational thought and practice currently available, this volume features an illustrious array of scholars from across the globe. Particularly enlightening is their explication of how Vygotsky's psychological theory can affect different school settings and situations. Highly recommended." Choice
"The contributing authors are to be commended for striking a balance between working toward a clarified, unified, and thus "authoritative" canonical version of Vygotskian ideas, on the one hand, and opening the theor to multiple influences and interpretations as it is applied to multiple settings and problems, on the other hand. They should also be praised for living up to the editors' claim to present all the major concepts of Vygotskian educational theory. For this coverage and clarification alone, the work is definitely a worthwhile addition to graduate courses as well as practicing researchers' libraries." Anthropology and Education Quarterly
"Very Comprehensive...A particular strength of the collection is the way that the authors combine theory with description and analysis of specific examples of educational design and practice...Will be of interest to readers concerned with the design and development of learning materials and environments in any context...Strongly recommended...A rich source to dip into for ideas and stimulation." British Journal of Educational Technology
Book Description
Innovative ideas in educational psychology, learning, and instruction, originally formulated by Russian psychologist and educator Lev Vygotsky, are currently enjoying unprecedented popularity in the U.S., Latin America, Europe, and Russia. An international team of scholarly contributors provides comprehensive coverage of all the main concepts of Vygotsky's sociocultural theory. They emphasize its importance for the understanding of child development, and propose specific classroom applications.
Download Description
The book comprehensively covers all major topics of Vygotskian educational theory and its classroom applications. Particular attention is paid to the Vygotskian idea of child development as a consequence rather than premise of learning experiences. Such a reversal allows for new interpretations of the relationships between cognitive development and education at different junctions of the human life span. It also opens new perspectives on atypical development, learning disabilities, and assessment of children's learning potential. Classroom applications of Vygotskian theory are discussed in the book. Teacher training and the changing role of a teacher in a sociocultural classroom is discussed in addition to the issues of teaching and learning activities and peer interactions. Relevant research findings from the US, Western Europe, and Russia are brought together to clarify the possible new applications of Vygotskian ideas in different disciplinary areas.
Review:A must for professionally-trained teachers, August 12, 2007
By lou (Israel) - See all my reviews
After 30 years of teaching, I was looking for a book that would help me evaluate my teaching experiences as well as give me some new perspectives and ideas. This excellent collection of the findings of recent research based on Vygotsky's brilliant work has provided me with both great insight and appreciation of my teaching career as well as the verification of my teaching instincts and the determination to follow through on what I feel are the best methods to use when teaching in today's multi-cultural learning environments.
26．Sociocultural Studies of Mind
by James V. Wertsch (Editor), Pablo del Rio (Editor), Amelia Alvarez (Editor) (Paperback - April 28, 1995)
思维的社会文化研究
Editorial Reviews
Review
"...highly recommendable as a target reference for discussion as well as an introductory textbook." Giyoo Hatano, Mind, Culture, and Activity
"...provides a veritable reflection of diverse directions within different psychological traditions into which Vygotskian ideas are developing in different countries." Alex Kozulin, Contemporary Psychology
"For those familiar with a sociocultural approach, this book furnishes several interesting discussions regarding unresolved issues in the area as well as some useful empirical illustrations. For those new to the approach, the book provides a broad collection of ideas that will serve as a useful introduction to a promising perspective for the discipline." Mary Gauvain, Applied Cognitive Psychology
Book Description
Sociocultural Studies of Mind addresses the question of how mental functioning is related to the cultural, historical, and institutional settings in which it takes place. There are three unifying ideas that run through the volume: 1) one of the basic ways that sociocultural setting shapes mental functioning is through the cultural tools employed, 2) mediation provides a formulation of how this shaping occurs, and 3) in order to specify how cultural tools exist and have their effects, it is essential to focus on human action as a unit of analysis. This landmark volume defines a general approach to sociocultural psychology--one that the authors hope will be debated and redefined as the field moves forward. Sociocultural Studies of Mind will be crucial for researchers and graduate students in cognitive science, philosophy, and cultural anthropology.
27. Designing for Virtual Communities in the Service of Learning
by Sasha A. Barab (Editor), Rob Kling (Editor), James H. Gray (Editor) (Paperback - Mar 29, 2004)
面向学习的虚拟社区设计
Editorial Reviews
Review
"Anyone designing, evaluating, or forming a community of learners will benefit from the examples and results reported in this volume." - Marcia C. Linn, University of California, Berkeley
Book Description
This volume explores the theoretical, design, learning, and methodological questions relevant to designing for and researching web-based communities to support the learning process. Coming from diverse academic backgrounds, the authors examine what we do and do not know about the processes and practices of designing communities to support educational processes. Taken as a collection, the chapters point to the challenges and complex tensions that emerge when designing for a web-supported community, especially when the focal practice of the community is learning.
28. Dialogic Inquiry: Towards a Socio-cultural Practice and Theory of Education by Gordon Wells (Author) (Paperback - Aug 28, 1999)
对话探究：趋向社会文化实践与高登· 威尔斯教育理论
Editorial Reviews
Review
"An important contribution. . . . Dialogic Inquiry is a challenging book to read, both because it raises serious questions about many of the assumptions underlying cognitive science and because it tackles difficult theoretical questions without avoiding their complexity. . . Wells has demonstrated. . . that the sociocultural perspective has a great deal to offer our understanding of thinking, knowing, language and learning." Contemporary Psychology
Book Description
For more than a quarter century, the polemics surrounding educational reform have centered on two points of view: those that favor a "progressive" child-centered form of education, and those that would prefer a return to a more structured, teacher-directed curriculum that emphasizes basic knowledge and skills. Vygotsky's social constructivist theory offers an alternative solution, placing stress on coconstruction of knowledge by more and less mature participants engaging in joint activity. This theory offers semiotic mediation as the primary means of obtaining knowledge, whereby the less mature participants can seek solutions to everyday problems by using resources existing in society. In addition to using illustrative examples from classroom studies, this book provides a comparative analysis of the theories and complementary developments in works by Vygotsky and the linguist M.A.K. Halliday. This unique volume will be of tremendous benefit to researchers in the fields of education, sociolinguistics, and psychology.
Download Description
For more than a quarter of a century, the polemics surrounding educational reform have centered on two points of view: those who favor a 'progressive' child-centered form of education, and those who would prefer a return to a more structured, teacher-directed curriculum, which emphasizes basic knowledge and skills. Vygotsky's social constructivist theory offers an alternative solution, placing stress on co-construction of knowledge by more and less mature participants engaging in joint activity together, with semiotic mediation as the primary means whereby the less mature participants can seek solutions to everyday problems, using the resources existing in society. In addition to using illustrative examples from classroom studies, a comparative analysis of the theories and complementary developments in works by Vygotsky, and the linguist M. A. K. Halliday, are provided. This unique volume will be of tremendous benefit to those in the field of education, as well as to sociolinguists, psychologists and researchers.
ReviewLangauge an overview, February 19, 2000
By Liza Mac Donald (Durban South Africa) - See all my reviews
This book is really so interesting, I could not put it down! I have shared the book with some of my students and they all agree that it is worth having your own copy. I also agree on many of the points that are stressed in the book. Cognitive & learning in doing are the key words here. I found this book very useful to aid in my lecturing.
29. Situated Learning: Legitimate Peripheral Participation
by Jean Lave (Author), Etienne Wenger (Author) (Paperback - Sep 27, 1991)
情景学习：合法的边缘性参与
Editorial Reviews
Review
"...is undoubtedly worth reading. Lave and Wenger present an interesting and strong position on issues which are of basic interest to practice theory in a broader sense, and not just issues on learning and apprenticeship." Carsten Osterlund, Nyhedsbrev
Book Description
In this important theoretical treatise, Jean Lave, anthropologist, and Etienne Wenger, computer scientist, push forward the notion of situated learning--that learning is fundamentally a social process and not solely in the learner's head. The authors maintain that learning viewed as situated activity has as its central defining characteristic a process they call legitimate peripheral participation. Learners participate in communities of practitioners, moving toward full participation in the sociocultural practices of a community. Legitimate peripheral participation provides a way to speak about crucial relations between newcomers and oldtimers and about their activities, identities, artifacts, knowledge and practice. The communities discussed in the book are midwives, tailors, quartermasters, butchers, and recovering alcoholics, however, the process by which participants in those communities learn can be generalized to other social groups.
Well Researched, May 30, 2005
By Michael A. Beitler (Greensboro, NC United States) - See all my reviews
In this academic book, the authors argue that most literature on learning ignores the social character of learning. The initial intention of this book was to "rescue the idea of apprenticeship." The authors studied the apprenticeships of midwives, tailors, butchers, and others. They found that learning, to a large extent, was taking place between peers, instead of coming directly from the master.
This book was written for academics, but has serious implications for practitioners.
Michael Beitler, Ph.D.
Author of "Strategic Organizational Learning"
You'll need a light-heart to bear the blacksmith's anvil., January 23, 1999
By mpford@extremezone.com (Berkeley, CA) - See all my reviews
I wonder if two people have ever had so much fun writing a book together as Jean Lave and Etiene Wenger. Lave's choice of a cover illustration supports my point: she found the artwork at a beer-fest while visiting friends and studying in Europe. Lave and Wenger are world reknowned scholars who would rather spend the afternoon in a butcher's kitchen than hobb-knobbing at the faculty lounge. With "Situated Learning," the reader is invited to follow Lave and Wenger as they ponder the consequences of doors, tables, timeclocks, work schedules, and union contracts on human development and potential.
After reading "Situated Learning," it is difficult to imagine the constellation of concepts that make up our modern thinking of what learning is without Lave and Wenger's contributions. Like the artwork on the book's cover, and the story of its origins, Lave and Wenger's analysis restoke the fires fueling the learning sciences. It is not an overstatement to say that this short, sometimes difficult to follow book, is responsible for a whole new generation of thinking and research on learning and its sociocultural consequences.
Their analytical objective was simple: dethrone the dominant conceptions of learning in the social sciences and everyday life. In their place, Lave and Wenger offer and illustrate a handful of concepts that students of learning across the social and applied sciences are now usings to inspire new insights on the origins of social ascension and strife.
I recommend that the reader, too, pick up this book with the intent of having some fun: let your inhibitions, and intellectual reservations, down for a couple of hours and enjoy the show as Lave and Wenger take off the Emporer's (modern psychology's, that is) clothes. Readers need to approach this book with a light-heart, as its simplicity and substance leave one feeling as if the dominant, 20th century schools of thought on learning have placed a blacksmith's anvil on the center of one's chest. Thank goodness Lave and Wenger have brought our attention to this matter.
Needless to say, I highly recommend the book.
30. Communities of Practice: Learning, Meaning, and Identity by Etienne Wenger (Author) " (Hardcover - Jul 28, 1998)
实践共同体：学习，意义和身份
Editorial Reviews
Review
"The terms of debate about 'knowledge management' and 'learning organizations' are slowly, and finally turning from issues of information and technology to those of human capabilities and the sources of motivation, creativity, and problem-solving skills that create real value in the new economy. Wenger is light years ahead in understanding those sources, and the critical importance of informal communities and 'social learning' in fostering them." Phillip Brook Manville, Partner, McKinsey & Co.
Book Description
Learning is becoming an urgent topic. Nations worry about the learning of their citizens, companies about the learning of their workers, schools about the learning of their students. But it is not always easy to think about how to foster learning in innovative ways. This book presents a framework for doing that, with a social theory of learning that is ground-breaking yet accessible, with profound implications not only for research, but also for all those who have to foster learning as part of their responsibilites at work, at home, at school.
Book Info
Presents a theory of learning that starts with the assumption that engagement in social practice is the fundamental process by which we learn and become who we are. Lays the groundwork for the kind of thinking that will be necessary for any surviving organization in the 21st century. Softcover. --This text refers to the Paperback edition.
ReviewThought Provoking, May 30, 2005
By Michael A. Beitler (Greensboro, NC United States) - See all my reviews
This review is from: Communities of Practice: Learning, Meaning, and Identity (Paperback)
This book is written primarily for academics. Wenger challenges educational institutions to re-think their basic assumptions about learning (e.g., its social aspects, its relationship to practice, and the role of teaching).
I found the book to be very thought provoking, but I would recommend his 2002 book, "Cultivating Communities of Practice," for practitioners.
Michael Beitler
Author of "Strategic Organizational Learning"
A thought-provoking inquiry on learning as a social process., August 4, 1998
By John D. Smith (John_Smith@stortek.com) (Louisville, Colorado) - See all my reviews
A wonderful book that uses communities of practice as the entry-point to think about learning along several rich dimensions (e.g., meaning in relation to participation and artifacts, the relationship between identity and learning).
Definitely worth a slow, reflective reading.
Provides a lot of context for thinking about organizational learning.
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