Situated Learning

J. S. Brown, A. Collins, and P. Duguid. Situated cognition and the culture of learning. Educational Researcher, 18(1):32–42, January-February 1989. [url]


The main argument of this paper is that is not possible to separate what is learned from how it is learned. Situated cognition theory brings to the attention that the activity in which knowledge is developed and deployed, it is now argued, is not separable from or ancillary to learning and cognition. Nor is it neutral. Rather, it is an integral part of what is learned. Situations might be said to co-produce knowledge through activity. Learning and cognition, it is now possible to argue, are fundamentally situated.

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