Situated cognition is a theory holding that knowing is inseparable from doing, since all knowledge is situated in activity that is itself bound to social, cultural and physical context. Situativity theorists propose a model of knowledge and learning built on thinking on the fly rather than on storing and retrieving fixed conceptual knowledge, so that cognition cannot be separated from the context, activity, people, culture and language surrounding it. Learning, on this view, is best understood as an individual's increasingly effective performance across situations rather than as an accumulation of stored knowledge, since what a person knows is co-determined by both the person and the context they act within.
Facts
Core ClaimKnowing is inseparable from doing: all knowledge is situated in the social, cultural and physical activity in which it arises, rather than stored as portable, context-free facts. 1 FAQs
Where do the ideas behind situated cognition come from?
It borrows from older work in anthropology and philosophy as well as educational psychology.
Situated cognition gained recognition in educational psychology in the late twentieth century, but it shares many principles with older fields. These include critical theory, anthropology (the work of Jean Lave and Étienne Wenger), and philosophy (the work of Martin Heidegger). These fields rejected the notion of truly objective knowledge.
Connections
Associated With
Enactivism's own entity-description states it is closely related to situated cognition and embodied cognition.
Developed By
Source Wikipedia: Situated Cognition
Source Wikipedia: Situated Cognition
In Approach
Source Wikipedia: Situated Cognition
Sources
1. Wikipedia: Situated Cognition
Wikimedia FoundationSituated cognition, opening sentence
Situated cognition is a theory that posits that knowing is inseparable from doing by arguing that all knowledge is situated in activity bound to social, cultural and physical contexts.
Situated cognition, References list, Brown Collins Duguid 1989 entry
Brown, John Seely; Collins, A.; Duguid, S. (1989). "Situated cognition and the culture of learning". Educational Researcher. 18 (1): 32-42.
In Approach: Constructivism, Lead paragraph, in-approach
Situated cognition is a theory that posits that knowing is inseparable from doing by arguing that all knowledge is situated in activity bound to social, cultural and physical contexts.
In Group: Embodied, Situated and Distributed Cognition Theories, Lead
Situated cognition is a theory that posits that knowing is inseparable from doing by arguing that all knowledge is situated in activity bound to social, cultural and physical contexts.
Developed By: Jean Lave, sections of the article
Legitimate peripheral participation was central to Lave and Wenger's take on situated cognition (referred to as "situated activity") because it introduced socio-cultural and historical realizations of power and access to the way thinking and knowing are legitimated.
Developed By: Étienne Wenger, sections of the article
Legitimate peripheral participation was central to Lave and Wenger's take on situated cognition (referred to as "situated activity") because it introduced socio-cultural and historical realizations of power and access to the way thinking and knowing are legitimated.
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