Situated cognition and the culture of learning¶
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.
Cited by¶
2 citations across 2 artifacts.
Each citation links to the sentence it supports in the citing article.
Primes¶
- Cognitive Apprenticeship
- The situated-cognition argument anchoring tensions T3–T6 traces to Brown, Collins, and Duguid's (1989) Educational Researcher article "Situated Cognition and the Culture of Learning."
This sourceArgues knowledge is bound to its acquisition context and decontextualized transmission yields inert knowledge — the situated-cognition basis for tensions T3–T6 (D48-013). Verified existing and supporting (DOI resolves).
SupportedVerified against the work's full text
Brown, Collins and Duguid's text argues knowledge is fundamentally situated in activity, context and culture, decontextualised concepts stay inert, and proposes cognitive apprenticeship.
“they claim that knowledge is not independent but, rather, fundamentally "situated," being in part a product of the activity, context, and culture in which it is developed.”
- The situated-cognition argument anchoring tensions T3–T6 traces to Brown, Collins, and Duguid's (1989) Educational Researcher article "Situated Cognition and the Culture of Learning."
- Pedagogy
- The success criterion of pedagogy is capability change in the learner, not message receipt, a separation Brown, Collins, and Duguid (1989) drove home when they argued that disembedded transmission routinely produces inert knowledge that cannot be wielded in the practice it ostensibly describes.
This sourceArgues that disembedded transmission of decontextualized definitions produces inert knowledge that cannot be wielded in the practice it ostensibly describes — the canonical statement of the telling-is-not-teaching boundary the v2 build draws between pedagogy and communication.
SupportedVerified against the work's full text
Brown, Collins and Duguid argue that decontextualized definitions students acquire commonly lie inert and cannot be used in authentic practice.
“it is common for students to acquire algorithms, routines, and decontextualized definitions that they cannot use and that therefore lie inert.”
- The success criterion of pedagogy is capability change in the learner, not message receipt, a separation Brown, Collins, and Duguid (1989) drove home when they argued that disembedded transmission routinely produces inert knowledge that cannot be wielded in the practice it ostensibly describes.
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