Situated Learning

Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge University Press.

Type

Book

Intellectual base

Review or monograph

Year

1991

DOI

10.1017/cbo9780511815355

ISBN

9780521413084

Link

https://doi.org/10.1017/CBO9780511815355

Cited from

education_pedagogy, philosophy, psychology, sociology_anthropology

Cited by

7 citations across 7 artifacts.

Each citation links to the sentence it supports in the citing article.

Primes

• Cognitive Apprenticeship
  • Cognitive apprenticeship embodies the insight that expertise is as much a matter of process as product, and that transmission of expertise across generations requires making normally-hidden processes visible—the legitimate-peripheral-participation account that Lave and Wenger (1991) develop ethnographically across midwifery, tailoring, naval quartermastering, and other communities of practice.

    This sourceLegitimate peripheral participation across midwifery, tailoring, quartermastering and other communities of practice — supports the situated/LPP claim at D48-008. Verified existing and supporting.

• Enculturation
  • Organizational development applies enculturation to workplace onboarding: new employees undergo rapid enculturation to organizational culture (norms, values, jargon, informal practices) through mentor-relationship, peer observation, and participation in rituals

    This sourceNewcomers acquire capability by participating at the edge of a community of practice with graduated responsibility — supports the workplace-onboarding-as-enculturation claim (D29-102).

• Implicit Knowledge
  • This is the canonical implicit-knowledge case

    This sourceArgues that calibration-and-fading operates in workplace communities under the heading of legitimate peripheral participation, where newcomers acquire capability by working at the edge of practice with graduated responsibility — pedagogy without a schoolroom or designated teacher but with the role structure intact.

• Mediator Availability Constraint
  • The structural limitation that expert guidance, human mentorship, or authoritative feedback is scarce relative to demand, asynchronous (cannot be provided in real time), or expensive in terms of expert time per learner, a feature Lave and Wenger (1991) document as intrinsic to apprenticeship-based "legitimate peripheral participation" across midwifery, tailoring, and craft trades.

    This sourceArgues that calibration-and-fading operates in workplace communities under the heading of legitimate peripheral participation, where newcomers acquire capability by working at the edge of practice with graduated responsibility — pedagogy without a schoolroom or designated teacher but with the role structure intact.

• Observational Learning (Social Learning)
  • In surgical residency, a junior surgeon observes a senior surgeon performing a procedure — not once but repeatedly across different cases, patient anatomies, complication patterns — thus establishing attention to the key decision-points, variations, and complications.

    This sourceArgues that calibration-and-fading operates in workplace communities under the heading of legitimate peripheral participation, where newcomers acquire capability by working at the edge of practice with graduated responsibility — pedagogy without a schoolroom or designated teacher but with the role structure intact.

• Pedagogy
  • The pattern travels further than the formal-instruction framing suggests: Lave and Wenger (1991) showed that the same calibration-and-fading structure operates in workplace communities under the heading of legitimate peripheral participation, where newcomers acquire capability by working at the edge of practice with graduated responsibility — pedagogy without a schoolroom or a designated teacher, but with the role structure intact.

    This sourceArgues that calibration-and-fading operates in workplace communities under the heading of legitimate peripheral participation, where newcomers acquire capability by working at the edge of practice with graduated responsibility — pedagogy without a schoolroom or designated teacher but with the role structure intact.

• Scaffolding
  • Lave and Wenger (1991) operationalize the underlying pattern as "legitimate peripheral participation," in which novices are progressively scaffolded into the full practice of a community by initial low-stakes participation.

    This sourceArgues that calibration-and-fading operates in workplace communities under the heading of legitimate peripheral participation, where newcomers acquire capability by working at the edge of practice with graduated responsibility — pedagogy without a schoolroom or designated teacher but with the role structure intact.

Verification

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Links previously used in the corpus

Before the registry existed this work was also linked 1 other way.

• https://archive.org/details/situatedlearning0000lave ×1

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