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 …

Two fundamental contrasts among major organizational paradigms are used to construct a
typology of organizational learning: these are voluntarism vs. determinism, and methodical …

In this paper, the authors argue that although Lave and Wenger's (1991) seminal work on
learning remains key to an understanding of learning, there is a need to rework and extend …

The phraselearning in the face of mystery'is borrowed in homage from Barry Turner, who
coined it in contrast tolearning in the face of problems', which assumes learning to be …

The field of organizational learning (OL) has been characterized by a wide diversity of
opinions, definitions, and conceptualizations. After discussing difficulties associated with …

'Knowledge is not something that people possess in their heads, but rather, something that
people do together'.(Gergen, 1985: 270) Since the 1980s, learning and knowing in …

Our understanding of organizational learning has been handicapped by the failure to
incorporate an adequate conception of organizations. Argyris and Schön (1978) recognized …

Situated learning theory has emerged as a radical alternative to conventional cognitivist
theories of knowledge and learning, emphasizing the relational and structural aspects of …

In recent years the concepts of practice and activity have attracted the attention of academics
and practitioners working on learning and knowledge in organizational and work settings …

Our categorizations of knowledge tend to be based on formal characteristics of knowing.
Polanyi's (1967) distinction between tacit and explicit knowledge is a case in point, as is also …