3 Matching Annotations
  1. Sep 2015
    1. When the process of increasing participation is not the pri-mary motivation for learning, it is often because ''didactic caretakers'' assume responsibility for motivating newcomers.

      Self-motivation is key; else it becomes the "person-to-be-changed" and the new-comer has not self, no identity or chance to form it. (How do we evaluate the teacher/student relationship with this in mind?)

    2. In all five cases described in the preceding chapter, in fact, researchers insist that there is very little ob-servable teaching; the more basic phenomenon is learning

      Does anyone, especially those coming from a school teaching background, find this observation problematic/uncomfortable?

      I think it is an important one that speaks to the point I was mentioning earlier about breaking down the assumption that schooling is equivalent to learning and that school is the only/best place to learn.

    1. If apprenticeship is a form of education in which work and learning are seamlessly re-lated, it is nonetheless a fonn in which the work and under-standing of newcomers bear complex and changing relations with ongoing work processes; the structure of production and the structure of apprenticeship do not coincide as a whole (though they may do so for given tasks, e.g., plot-fixing for the quar-termasters).

      What else is a part of the structure of apprenticeship that is not necessarily part of the structure of production (or vice versa)? LW would definitely include identity formation...is there more?