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Communities of practice

Learning, meaning and identity
Buchcover

iconZusammenfassungen

Etienne WengerThis book explores the concept of community of practice. It proposes a framework for thinking about learning in terms of communities, their practices, the meanings they make possible, and the identities they open. Finally, the book explores the implications of this framework for the design of organizations and educational systems.
Von Etienne Wenger im Buch Communities of practice (1999)
This book presents a theory of learning that starts with the assumption that engagement in social practice is the fundamental process by which we get to know what we know and by which we become who we are. The primary unit of analysis of this process is neither the individual nor social institutions, but the informal 'communities of practice' that people form as they pursue shared enterprises over time. To give a social account of learning, the theory explores in a systematic way the intersection of issues of community, social practice, meaning, and identity. The result is a broad framework for thinking about learning as a process of social participation. This ambitious but thoroughly accessible framework has relevance for the practitioner as well as the theoretician, presented with all the breadth, depth, and rigor necessary to address such a complex and yet profoundly human topic.
Von Klappentext im Buch Communities of practice (1999)
Etienne WengerThe social perspective on learning presented in this book may be summarized succinctly by the following principles:
  • Learning is inherent in human nature:
    it is an ongoing and integral part of our lives, not a special kind of activity separable from the rest of our lives (Introduction).
  • Learning is first and foremost the ability to negotiate new meanings:
    it involves our whole person in a dynamic interplay of participation and reification. It is not reducible to its mechanics (information, skills, behavior) and focusing on the mechanics at the expense of meaning tends to render learning problematic (Chapter 1).
  • Learning creates emergent structures:
    it requires enough structure and continuity to accumulate experience and enough perturbation and discontinuity to continually renegotiate meaning. In this regard, communities of practice constitute elemental social learning structures (Chapter 3).
  • Learning is fundamentally experiential and fundamentally social:
    it involves our own experience of participation and reification as well as forms of competence defined in our communities (Chapter 2). In fact, learning can be defined as a realignment of experience and competence, whichever pulls the other. It is therefore impaired when the two are either too distant or too closely congruent to produce the necessary generative tension (Coda I).
  • Learning transforms our identities:
    it transforms our ability to participate in the world by changing all at once who we are, our practices, and our communities (Chapter 3).
  • Learning constitutes trajectories of participation:
    it builds personal histories in relation to the histories of our communities, thus connecting our past and our future in a process of individual and collective becoming (Chapters 3 and 6).
  • Learning means dealing with boundaries:
    it creates and bridges boundaries; it involves multimembership in the constitution of our identities, thus connecting-through the work of reconciliation-our multiple forms of participation as well as our various communities (Chapters 4 and 6).
  • Learning is a matter of social energy and power:
    it thrives on identification and depends on negotiability; it shapes and is shaped by evolving forms of membership and of ownership of meaning-structural relations that combine participation and non-participation in communities and economies of meaning (Chapters 7 and 9).
  • Learning is a matter of engagement:
    it depends on opportunities to contribute actively to the practices of communities that we value and that value us, to integrate their enterprise into our understanding of the world, and to make creative use of their respective repertoire (Chapters 2 and 8).
  • Learning is a matter of imagination:
    it depends on processes of orientation, reflection, and exploration to place our identities and practices in a broader context (Chapter 8).
  • Learning is a matter of alignment:
    it depends on our connection to frameworks of convergence, coordination, and conflict resolution that determine the social effectiveness of our actions (Chapter 8).
  • Learning involves an interplay between the local and the global:
    it takes place in practice, but it defines in a global context for its own locality. The creation of learning communities thus depends on a dynamic combination of engagement, imagination, and alignment to make this interplay between the local and the global an engine of new learning (Chapter 5, Coda II).
  • Learning cannot be designed:
    it can only be designed for. Its actual realization remains the property of the communities of practice that form in response to any design.
Von Etienne Wenger, erfasst im Biblionetz am 09.08.2007

icondieses Buch erwähnt ...


Begriffe
KB IB clear
CommunityCommunity, Identitätidentity, Lernenlearning

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