Communities of practice

Learning, meaning and identity

Etienne Wenger , 1999

Zusammenfassungen

This 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)

The 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

Dieses Buch erwähnt ...

Personen
KB IB clear

John Seely Brown , Hubert L. Dreyfus , P. Duguid , Fernando Flores , Martin Heidegger , Bruno Latour , Jean Lave , Humberto R. Maturana , Seymour Papert , Michael Polanyi , Howard Rheingold , Peter M. Senge , Francisco J. Varela , Lew Semjonowitsch Vygotsky , Max Weber , Etienne Wenger , Terry Winograd , Steve Woolgar

Aussagen
KB IB clear

Lernen ist ein aktiver Prozess learning is an active process
Lernen ist ein sozialer Prozess learning is a social process

Begriffe
KB IB clear

Community Community ,

Identität

identity , Kontext context ,

Konvergenz

convergence ,

Lernen

learning , Perturbation perturbation ,

Struktur

structure , Verstehen understanding

Bücher

Jahr	Titel	Abrufe	IB	OB	KB	LB
1962	Being and Time (Martin Heidegger)		20	0	0	0
1962	Thought and Language (Lew Semjonowitsch Vygotsky)		60	2	0	0
1964	Wirtschaft und Gesellschaft (Max Weber)		31	3	0	0
1966	The Tacit Dimension (Michael Polanyi)	4, 3, 4, 8, 14, 4, 12, 2, 9, 5, 4, 3	51	8	3	3449
1979	Laboratory Life (Bruno Latour, Steve Woolgar)	4, 2, 8, 6, 4, 2, 6, 3, 5, 2, 6, 1	18	4	1	486
1980	Autopoiesis and Cognition (Humberto R. Maturana, Francisco J. Varela)	1, 3, 7, 8, 1, 4, 13, 2, 8, 8, 4, 3	58	12	3	3592
1982	Mindstorms (Seymour Papert)	11, 19, 6, 5, 4, 7, 19, 8, 13, 12, 5, 18	343	47	18	5930
1987	Understanding Computers and Cognition (Terry Winograd, Fernando Flores)	10, 11, 4, 1, 3, 5, 23, 3, 10, 10, 9, 5	99	187	5	8359
1990	The Fifth Discipline (Peter M. Senge)	4, 6, 12, 3, 1, 1, 9, 2, 7, 9, 3, 1	73	66	1	4736
1991	Situated Learning (Jean Lave, Etienne Wenger)	7, 7, 19, 4, 1, 3, 14, 2, 6, 9, 10, 8	187	2	8	1607
1992	What computers still can't do (Hubert L. Dreyfus)	3, 5, 6, 6, 5, 2, 11, 2, 5, 3, 3, 4	14	7	4	4130
1993	The Virtual Community (Howard Rheingold)	6, 1, 6, 9, 4, 1, 10, 2, 1, 4, 7, 1	51	1	1	635

Texte

Jahr		Umschlag	Titel	Abrufe	IB	OB	KB	LB
			Stolen Knowledge (John Seely Brown, P. Duguid)	3, 6, 4, 2, 1, 1, 4, 2, 2, 3, 1, 3	1	5	3	339

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Bibliographisches

Titel		Format	Bez.	Aufl.	Jahr	ISBN
Communities of practice	E	-	-	0		-

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