Understanding practice : perspectives on activity and context
Author(s)
Bibliographic Information
Understanding practice : perspectives on activity and context
（Learning in doing : social, cognitive, and computational perspectives）
Cambridge University Press, 1996
- : pbk
Available at / 38 libraries
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Research Institute for Economics & Business Administration (RIEB) Library , Kobe University図書
: pbk370.1-19081200600033
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Note
Includes bibliographical references and author and subject indexes
Description and Table of Contents
Description
Understanding Practice brings together the many different perspectives that have been applied to examining social context. From Ole Dreier's work on the therapeutic relationship, to Hugh Mehan's work on learning by disabled students, to Charles and Janet Keller's work on blacksmithing, the chapters form a diverse and fascinating look at situated learning. A distinctive feature of the book is the wide range of theoretical and methodological approaches to the problem of understanding cognition in everyday settings.
Table of Contents
- Series foreword
- List of contributors
- Part I. Introduction: 1. The practice of learning Jean Lave
- Part II. Learning Craftwork: 2. Learning to navigate Edwin Hutchins
- 3. Developmental studies of work as a testbench of activity theory: the case of primary care medical practice Yrjoe Engestroem
- 4. Re-searching psychotherapeutic practice Ole Dreier
- 5. Thinking and acting with iron Charles Keller and Janet Dixon Keller
- 6. Artificial intelligence as craftwork Lucy A. Suchman and Randall H. Trigg
- 7. Behavior setting analysis of situated learning: the case of newcomers Urs Fuhrer
- Part III. Learning as Social Production: 8. Examinations reexamined: certification of students or certification of knowledge? Steinar Kvale
- 9. Beneath the skin and between the ears: a case study in the politics of representation Hugh Mehan
- 10. The acquisition of a child by a learning disability R. P. McDermott
- 11. Context and scaffolding in developmental studies of mother-child problem-solving dyads Harold G. Levine
- 12. Solving everyday problems in the formal setting: an empirical study of the school as context for thought Roger Saljoe and Jan Wynham
- 13. Teacher's directives: the social construction of 'literal meanings' and 'real worlds' in classroom discourse Norris Minick
- Part IV. Conclusion
- 14. Understanding the social scientific practice of Understanding practice Seth Chaiklin
- Index.
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