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Situated learning theory versus traditional cognitive learning theory: Why management education should not ignore management learning

Situated learning theory versus traditional cognitive learning theory: Why management education... This paper describes the differences between situated learning theory (SLT) and traditional cognitive theory (TCT). SLT is distinctive because it perceives learning to be a socially relational rather than a mentalist process. SLT places research attention upon knowledge productionin situ and in the course of work practices rather than upon learning transmission in the classroom. This paper argues that SLT's emphasis on the social context of learning is problematic and ambiguous. SLT sees context as pregiven, which is consistent with modernist thought, but also sees it as emergent, which is more consistent with postmodern thought. The implications of this are discussed and the SLT-TCT debate is used to shed light on management education from the perspective of management learning. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Systemic Practice and Action Research Springer Journals

Situated learning theory versus traditional cognitive learning theory: Why management education should not ignore management learning

Systemic Practice and Action Research , Volume 10 (6) – Jan 18, 2007

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Publisher
Springer Journals
Copyright
Copyright © 1997 by Plenum Publishing Corporation
Subject
Business and Management; Business and Management, general; Methodology of the Social Sciences; Organization; Sociology, general
ISSN
1094-429X
eISSN
1573-9295
DOI
10.1007/BF02557922
Publisher site
See Article on Publisher Site

Abstract

This paper describes the differences between situated learning theory (SLT) and traditional cognitive theory (TCT). SLT is distinctive because it perceives learning to be a socially relational rather than a mentalist process. SLT places research attention upon knowledge productionin situ and in the course of work practices rather than upon learning transmission in the classroom. This paper argues that SLT's emphasis on the social context of learning is problematic and ambiguous. SLT sees context as pregiven, which is consistent with modernist thought, but also sees it as emergent, which is more consistent with postmodern thought. The implications of this are discussed and the SLT-TCT debate is used to shed light on management education from the perspective of management learning.

Journal

Systemic Practice and Action ResearchSpringer Journals

Published: Jan 18, 2007

References

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