TITLE

What Happened to the Promise?: A Critical (Re)orientation of Two Sociocultural Learning Traditions

AUTHOR(S)
Niewolny, Kim L.; Wilson, Arthur L.
PUB. DATE
November 2009
SOURCE
Adult Education Quarterly;Nov2009, Vol. 60 Issue 1, p26
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
Clearly 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.
ACCESSION #
44817464

 

Related Articles

  • The Role of Cognitive Development in Mezirow's Transformational Learning Theory. Merriam, Sharan B. // Adult Education Quarterly;Nov2004, Vol. 55 Issue 1, p60 

    The link between development and learning is explicit in Mezirow's theory of transformational learning. Indeed, numerous studies have documented that growth and development are outcomes of transformational learning. What has not been questioned, and what is argued in this Forum article, is that...

  • Forum Comment on Sharan Merriam's "The Role of Cognitive Development in Mezirow's Transformational Learning Theory" Mezirow, Jack // Adult Education Quarterly;Nov2004, Vol. 55 Issue 1, p69 

    Comments on the article "The Role of Cognitive Development in Mezirow's Transformational Learning Theory," by Sharan B. Merriam, in volume 55, 2004 issue of "Adult Education Quarterly." Notion of transformative learning; Validation of new assumptions; Role of cognitive development.

  • Voice and Cooperative Behavior as Contrasting Forms of Contextual Performance: Evidence of Differential Relationships With Big Five Personality Characteristics and Cognitive Ability. LePine, Jeffrey A.; Van Dyne, Linn // Journal of Applied Psychology;Apr2001, Vol. 86 Issue 2, p326 

    The results of a laboratory study of 276 individuals replicate past findings for cooperative behavior as a form of contextual performance and extend past research by providing evidence that voice (constructive change-oriented communication) may be another form of contextual performance....

  • Getting better all the time? Sherlock, David // Adults Learning;Sep2006, Vol. 18 Issue 1, p20 

    The article focuses on adult learning in Great Britain. The challenge facing adult learning is addressed. It is argued that if adult learning and skills is a market, it is a very compromised one. Usually, if a provider is poor, there is no real option but to help the people running it to do better.

  • AN EVENING TEACHER CERTIFICATION PROGRAM DESIGNED FOR ADULT LEARNERS. Lintner, Timothy; Brown, Susanne // MPAEA Journal of Adult Education;Spring2005, Vol. 34 Issue 1, p22 

    As more and more teachers leave the classroom, states are looking to actively recruit the returning adult learner into the teaching profession. This study examines an innovative teacher certification program in South Carolina whose goal is to do just that. Issues such as planning and scheduling...

  • Retesting in Selection: A Meta-Analysis of Coaching and Practice Effects for Tests of Cognitive Ability. Hausknecht, John P.; Halpert, Jane A.; Di Patio, Nicole T.; Moriarty Gerrard, Meghan O. // Journal of Applied Psychology;Mar2007, Vol. 92 Issue 2, p373 

    Previous studies have indicated that as many as 25% to 50% of applicants in organizational and educational settings are retested with measures of cognitive ability. Researchers have shown that practice effects are found across measurement occasions such that scores improve when these applicants...

  • Addressing pedagogical dilemmas in a constructivist language learning experience. Nikitina, Larisa // Journal of the Scholarship of Teaching & Learning;Jun2010, Vol. 10 Issue 2, p90 

    Educational constructivism has long been associated with advanced pedagogy on the basis that, it champions a learner-centered approach to teaching, advocates learning in meaningful contexts and promotes problem-based activities where learners construct their knowledge through interaction with...

  • Features of spontaneous pointing gestures in toddlers. Cochet, Hélène; Vauclair, Jacques // Gesture;Feb2010, Vol. 10 Issue 1, p86 

    This study investigated the production of spontaneous pointing gestures in 26 toddlers, who were observed during free play time at day nursery. Pointing gestures and their different features (e.g., handedness, vocalizations, form and function of gesture) were recorded for a total observation...

  • The influence of flankers on race categorization of faces. Sun, Hsin-Mei; Balas, Benjamin // Attention, Perception & Psychophysics;Nov2012, Vol. 74 Issue 8, p1654 

    Context affects multiple cognitive and perceptual processes. In the present study, we asked how the context of a set of faces would affect the perception of a target face's race in two distinct tasks. In Experiments 1 and 2, participants categorized target faces according to perceived racial...

Share

Read the Article

Courtesy of THE LIBRARY OF VIRGINIA

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics