Ek het laasjaar by die Society for Research in Higher Education-konferensie Etienne Wenger hoor praat oor sy sosiale leerteorie-konstruk “communities of practice” wat hy uitgebrei het na individue wat in ‘n landscape of practice tussen verskillende “communities” rondbeweeg.
Vanaand lees ek weer ‘n bietjie van hom; ek hou van die inleidende paragraaf in sy hoofstuk “A social theory of learning” wat in die boek Contemporary theories of learning opgeneem is. Dit is ‘n samevoeging van lank-tevore gepubliseerde artikels van hom:
Our institutions, to the extent that they address issues of learning explicitly, are largely based on the assumption that learning is an individual process, that it has a beginning and an end, that it is best separated from the rest of our activities, and that it is the result of teaching. Hence we arrange classrooms where students – free from the distractions of their participation in the outside world – can pay attention to a teacher or focus on exercises… To assess learning, we use tests with which students struggle in one-on-one combat, where knowledge must be demonstrated out of context, and where collaborating is considered cheating. As a result, much of our institutionalized teaching and training is perceived by would-be learners as irrelevant, and most of us come out of this treatment feeling that learning is boring and arduous, and that we are not really cut out for it.
Etienne Wenger (1998) Communities of Practice: Learning, meaning and identity