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Topic: Jean Lave

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	Situated Learning : Legitimate Peripheral Participation (Learning in Doing: Social, Cognitive & Computational ... (Site not responding. Last check: 2007-10-20)
		In this important theoretical treatise, Jean Lave, anthropologist, and Etienne Wenger, computer scientist, push forward the notion of situated learning--that learning is fundamentally a social process and not solely in the learner's head.
		Lave and Wenger are world reknowned scholars who would rather spend the afternoon in a butcher's kitchen than hobb-knobbing at the faculty lounge.
		In their place, Lave and Wenger offer and illustrate a handful of concepts that students of learning across the social and applied sciences are now usings to inspire new insights on the origins of social ascension and strife.
	www.enotalone.com /books/0521423740.html (858 words)

	Jean Lave, Etienne Wenger and communities of practice
		Jean Lave was (and is) a social anthropologist with a strong interest in social theory, based at the University of California, Berkeley.
		The basic argument made by Jean Lave and Etienne Wenger is that communities of practice are everywhere and that we are generally involved in a number of them - whether that is at work, school, home, or in our civic and leisure interests.
		Jean Lave's and Etienne Wenger's concern here with learning through participation in group/collective life and engagement with the 'daily round' makes their work of particular interest to informal educators.
	www.infed.org /biblio/communities_of_practice.htm#references (3036 words)

	Living Math
		Lave is focusing on adults in their largely solitary and self-directed activities; she wants to provide a vocabulary in which we can describe the structure of those activities and the history through which they acquired that kind of structure.
		Put in simpler words, Lave contrasts the falsehood of cognitivist psychology, which she treats as an ideology, to the (provisional, approximate) accuracy of her own description of activity, whereas Walkerdine simply describes a discourse that is part-and-parcel of particular kinds of activity, judgments of truth and falsehood being beside the point.
		Whereas Lave's negative assessment of cognitivism is both empirical (it fails to explain the phenomena) and ethical (it distracts people from the reality and causes them to discount their own abilities), Walkerdine's negative assessment of school discourse is wholly ethical (it marginalizes whole categories of students and it inculcates regrettable fantasies of control).
	polaris.gseis.ucla.edu /pagre/er-lave.html (4501 words)

	TIP: Theories (Site not responding. Last check: 2007-10-20)
		Lave argues that learning as it normally occurs is a function of the activity, context and culture in which it occurs (i.e., it is situated).
		Lave and Wenger (1991) provide an analysis of situated learning in five different settings: Yucatec midwives, native tailors, navy quartermasters, meat cutters and alcoholics.
		Lave, J. Cognition in Practice: Mind, mathematics, and culture in everyday life.
	tip.psychology.org /lave.html (434 words)

	Jean Lave's ``What's special about experiments as contexts for thinking'' Summary (Site not responding. Last check: 2007-10-20)
		Lave's anthropological perspective instead treats everyday life as the fundamental context of problem-solving, and treats experiments as ``exotic and narrowly circumscribed events'' in daily life, i.e.
		Lave brings out the properties of experimental contexts by comparing them to the everyday problem-solving contexts that the tailors experience in their work.
		Lave suggests several points that should be taken into account in order to generalize theories across contexts: recognizing that experiments are actual lived experiences for the subjects, focusing on the differences of the experimental circumstances from the subjects' routine circumstances, and using this information to predict performance differences across contexts (67).
	thm.askee.net /articles/lave (922 words)

	Supermarket Math
		One such scholar is Jean Lave, an anthropologist in the Department of Education at the University of California at Berkeley.
		Lave's question was getting at something more general: Is it possible to acquire general skills out of context in a classroom, and then use them in any real-life situation where they are in principal applicable.
		Lave's initial study led her to the tentative conclusion that when people acquired skills out of context in the classroom, they could not, in general, apply those skills in real-life situations for which they were theoretically appropriate.
	www.maa.org /devlin/devlin_7_99.html (3139 words)

	[No title] (Site not responding. Last check: 2007-10-20)
		Jean leur semble être intelligent Jean to+them seems to be intelligent This incompatibility has often been mentioned as a prevailing argument in favor of an unaccusative derivation for reflexive verbs (Grimshaw 1990, Pesetsky 1995, Sportiche 1998).
		Jean se is shown the boy In sum, a cluster of distinctions follows from the setting of the lex-syn parameter.
		Jean se is heard sing ‘Jean heard himself sing’ Dutch simply uses the same element (zich) in two sorts of contexts: when lexical reflexivization takes place (for more on its use there see section 7) and in the context of nonlocal syntactic binding.
	www.let.uu.nl /~Tanya.Reinhart/personal/Papers/parapaper-final-may-03.doc (9648 words)

	Participation as Dis-Identification With/in a Community of Practice
		An example of this historicity within a community of practice is provided by Lave and Wenger in their analysis of the ways that participation necessarily changes over time, as newcomers gradually become full participants within a community, and potentially, in turn, participate as old-timers with other newcomers.
		According to Williams (1977), and congruent with Lave and Wenger's analysis, tradition is transformed over time; however, and this is a significant point, tradition is invariably reflective of the interests served by the dominance of a very specific set of relations.
		Lave and Wenger discuss the ways the artifacts of a community of practice are tools of mediation between the community's practices and the processes of identification with the community's practices.
	lchc.ucsd.edu /MCA/DHodges.html (8156 words)

	K-Now International: Communities of Practice (Site not responding. Last check: 2007-10-20)
		Jean Lave (Lave and Wenger 1991, Lave 1991) is credited with first introducing the term of CoP (Wenger 1998).
		Lave and Wenger (1991) emphasised that CoPs were not restricted to an apprenticeship model and other researchers have attempted to extend the concept in order to apply CoPs in a KM setting, that is, by applying the concept to commercial organisations and regarding them as a new organisational form.
		Participation is one of the elements of LPP (Lave and Wenger 1991) but, while he does not ignore legitimacy and peripherality, it is participation which he extracts as being key, showing it to be one of the constituent processes of his negotiation of meaning.
	www.ics.uci.edu /~vmgyg/k-now-int/CoPsDetail.html (5507 words)

	Ryan Shaw » 2005 » July » 14 (Site not responding. Last check: 2007-10-20)
		Lave and Wenger are laying out a case for an alternative way of viewing the learning process, what they call “situated learning.” They define situated learning as “legitimate peripheral participation in communities of practice,” and spend much of the first chapter defining legitimacy, peripherality, participation, community, and practice.
		Basically they are saying that learning is an integral part of socialization into the life of any community of practice, and as such must be viewed as a messy, dynamic social process involving a number of actors with often conflicting goals.
		Lave and Wenger extend the idea to include not just transparency in terms of “see how it works,” but also transparency in terms of the extent to which the social world in which the technology is used, and the ways things are perceived and manipulated in that world, are revealed.
	dream.sims.berkeley.edu /~ryanshaw/wordpress/2005/07/14 (443 words)

	[No title]
		Jean se sees to+appear stupid (though he knows that he is intelligent) ‘Jean sees himself appearing to be stupid (although he knows he is intelligent)’ This is possible because merger of Spec,IP does not occur on the way.
		Jean est un excellent habilleur/ maquilleur Jean is an excellent dresser/ make-up-er (of others only) Again, this is so, because in English reflexive verbs are derived in the lexicon, and can give rise to nominalizations.
		Jean se is shown the boy (‘Jean showed the boyi to himselfi’) The sentence in (60a) nonetheless gives rise to a milder violation in comparison with (61).
	www.tau.ac.il /~reinhart/ling_dl/lexicon-syntax-parameter.doc (11691 words)

	Stolen Knowledge
		It was actually one of the primary insightful moves of Jean Lave's work on situated learning (Lave, 1988, Lave et al., 1989) to invert established perspectives and to insist on looking at learning not, as is conventional, from the pedagogical perspective, but instead from the learner's perspective.
		For us what is required is summed up in Lave and Wenger's (1991) notion of "legitimate peripheral participation." In the context of their work, on which we rely heavily, a few more points are probably worth making.
		Community in Lave and Wenger's view is not, a "warmly persuasive term for an existing set of relations" (Williams, 1977).
	www2.parc.com /ops/members/brown/papers/stolenknow.html (3393 words)

	Jean Lave's Bibliography (Site not responding. Last check: 2007-10-20)
		Jean’s work focuses on the re-conceiving of learning, learners, and educational institutions in terms of social practice.
		Some of Jean’s most recent work is done in Portugal, on how multiple identities (national, class, gender) are constituted in struggles between communities.
		Jean Lave was the Honorary Simon Visiting Professor in Anthropology at Manchester University in 1995.
	www.moneymakersupperroom.com /jlavesbio.html (130 words)

	IT Journal On-Line 1998: Vol. 5, No. 1: Susan Santo
		Clearly, back in 1991 Lave and Wenger did not anticipate the growing popularity of virtual communities or their gradual emergence in adult education.
		The premise from which Lave and Wenger begin is that most learning theory ignores the social nature of human learners, viewing learning as the mere reception and internalization of factual knowledge.
		Lave and Wenger claim that their situated learning theory conveys the whole person acting in the world.
	etext.lib.virginia.edu /journals/itjournal/1998/Susan (1834 words)

	Vanderbilt University: Learning Sciences Institute (Site not responding. Last check: 2007-10-20)
		Lave has conducted a wide scope of research to explore how we learn during our daily lives, including apprenticeships among Vai and Gola tailors in Liberia, everyday math practices in Orange County, Calif., and how elite British port wine merchant families in Portugal maintain their “Britishness.”
		Lave’s lecture, “Learning as Changing Practice,” described a learning theory that insists learning and everyday life cannot be separated.
		Lave is the author of several books, including Cognition in Practice: Mind, Mathematics and Culture in Everyday Life; Situated Learning: Legitimate Peripheral Participation; Understanding Practice; and History in Person: Enduring Struggles, Contentious Practice, Intimate Identities.
	www.vanderbilt.edu /lsi/visiting_scholars_lave.php (236 words)

	Community of Practice (Site not responding. Last check: 2007-10-20)
		Jean Lave and Etienne Wenger (1991) described a Community of Practice as "a set of relations among persons, activity and world, over time and in relation with other tangential and overlapping CoPs".
		The basic premiss developed by Lave and Wenger is that CoPs are everywhere and that we are involved in a number of them at work, school, and home.
		Also, see Jean Lave and Etienne Wenger - Community of Practice - 1991.
	www.sos.net /~donclark/com/com.html (307 words)

	Paper for the Research Group for Social Perspectives on Mathematics Education - 13 June 1996, University of North London (Site not responding. Last check: 2007-10-20)
		Jean Lave's current position is that it is difficult to argue that any practice could ever be constituted in and of itself only, that any discourse is completely closed.
		In their paper they aim to show the unintended consequences that ensue when another set of challenges to the traditional view on transfer - a set of challenges (different from those espoused by Jean Lave), which they call "constructivism(s)" - are unreflectively put into practice.
		The early Lave (1988) would be classed as an insulator, but again as one not wanting to privilege mathematics as a special kind of knowledge.
	www.mdx.ac.uk /www/mathstat/staff/docs/rspme696.htm (6721 words)

	Teaching As Learning
		To the extent that being human is a relational matter, generated in social living, historically, in social formations whose participants engage with each other as a condition and precondition for their existence, theories that conceive of learning as a special universal mental process impoverish and misrecognize it.
		The argument developed by Etienne Wcnger and myself (Lave andWenger, 1991) is that learning is an aspect of changing participation in changing "communities of practice" everywhere.
		This has two implications at least: (1) that decontextualizalion practices, are socially, especially politically, situated practices (Lave, 1993)4; (2) examples of apprenticeship, which do not mystify and deny the situated character of learning, offer an easier site for the understanding and theorizing of learning than do schools.
	www.education.miami.edu /blantonw/mainsite/Componentsfromclmer/Component1/lave.1.html (8095 words)

	2004-2005 Hixon-Riggs Faculty Forum on Teaching Outside the Box (Site not responding. Last check: 2007-10-20)
		Theme: Pedagogy as an interface between science, technology, and society (Jean Lave, UCB) Jean Lave is a social anthropologist with a strong interest in social theory.
		Her work concentrates on the re-conceiving of learning, learners, and educational institutions in terms of social practice.
		Lave presents learning as an activity that is situated in a practical, material world; in our seminar she will help develop this topic, as an introduction to brainstorming how to bring an awareness of learning as both worldly and scholarly practice into the classroom.
	www.hmc.edu /acad/tlc/forum.html (2074 words)

	Mind, Culture, and Activity, Summer, 1996
		We lead off with Jean Lave's account of her efforts to formulate an approach to learning that radically criticizes theories of learning as a process of individual change, replacing it with a view of learning as an aspect of changing participation in social practices.
		Again, as in the case of Lave and Bayer, an important theme is the restructuring of social relations among traditionally dichotomized participants, where in place of teacher and student it is designer and user who must be brought into a new, dialogical, relationship with each other.
		The themes of dialogue, learning, education, and the practical world of work are picked up in Gary Shank's presentation of a portion of an exchange he initiated on XMCA, the internet-based discussion group that is part of our effort to expand the potential of traditional scholarly publications by deliberately mixing print media with computer-based telecommunications.
	lchc.ucsd.edu /MCA/Journal/su96.html (1429 words)

	Terse Systems : Organization
		One of them, Cognition in Practice was hysterically funny, as the author (Jean Lave) went to great lengths to call her peers a bunch of myopic, blinkered idiots in the most polite and academically tortured ways.
		So Dr. Lave had the bright idea of wandering around "in everyday life" and seeing how these abysmally stupid people managed to stay alive.
		I think Dr. Lave would have dearly liked to take some of her collegues and run them through "shopping cart math" to see their scores.
	tersesystems.com /post/1500002.jhtml (491 words)

	Jean Lave's work
		Lave, Jean (1988) Cognition in Practice, Cambridge University Press, Cambridge.
		Lave, Jean and Etienne Wenger (1991) Situated Learning: Legitimate Peripheral Participation, Cambridge University Press, Cambridge.
		The now commonly used term that arises from her work is that of communities of practice.
	www.deakin.edu.au /education/lit/kps/jean_lave.html (75 words)

	Penny Eckert's Web Page
		The main attraction for me was to be able to work with an interdisciplinary group to bring together social and cognitive perspectives - something that linguists weren't trying to achieve - and particularly to work with anthropologist Jean Lave and computer scientist Etienne Wenger, whom I found incredibly congenial and inspiring.
		In its early years, IRL offered an open, intimate, interdisciplinary, and collaborative environment, and my time in that environment was without question the most important period in my intellectual development.
		It was at IRL that Jean and Etienne began to develop the construct of communities of practice, which became central to IRL's approach to learning.
	www.stanford.edu /~eckert/csofp.html (692 words)

	John Gilbert Home Page
		Learning can take place when there is teaching although teaching may not be the sole source or cause for learning to take place.
		Learning may take place at schools and in social institutions but Lave’s view of learning stands on it’s own.
		It does not matter which form of education is provided learning takes place through legitimate peripheral participation.
	www.moneymakersupperroom.com /johngilbert.html (693 words)

	Jean Lave Biography (Site not responding. Last check: 2007-10-20)
		Interests: Jean Lave is a social anthropologist with a strong interest in social theory.
		Much of her ethnographically-based research concentrates on the re-conceiving of learning, learners, and everyday life in terms of social practice.
		She is currently finishing a book on apprenticeship in Liberia and changing research practice and continues to write about social practice theory.
	geography.berkeley.edu /PeopleHistory/faculty/J_Lave.html (133 words)

	Citations: Situated Learning: Legitimate Peripheral Participation - Lave, Wenger (ResearchIndex) (Site not responding. Last check: 2007-10-20)
		Lave, and E. Wenger, Situated Learning: Legitimate Peripheral Participation (Learning in Doing: Social, Cognitive and Computational Perspectives), Cambridge University Press, 1991.
		Lave and E. Wenger, Situated Learning: Legitimate Peripheral Participation, Cambridge University Press, New York, 1991.
		Lave, J & Wenger, E (1991) Situated learning: legitimate peripheral participation Cambridge: Cambridge University Press.
	citeseer.ist.psu.edu /context/98865/0 (614 words)

	Supporting the Intellectual Life of a Democratic Society
		The mind will not spontaneously draw abstract structural analogies between ideas that are expressed in different terms, but it is extremely efficient at making connections between ideas that are expressed in similar or overlapping terms.
		A simple conceptual framework can thus have immense heuristic value when it is used to analyze a variety of problems in different fields; even if the concepts themselves do not dictate any answers, they can mediate analogies that suggest answers by framing the issues in an unexpected light.
		Jean Lave, Cognition in Practice: Mind, Mathematics, and Culture in Everyday Life, Cambridge: Cambridge University Press, 1988.
	polaris.gseis.ucla.edu /pagre/intellectual.html (7324 words)

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