This is decidedly a unique context, rarely utilized in public schools.
Nevertheless, by understanding how this apprenticeship works -- its
components and its limitations -- we may earn insights into a broader range
of human interactive learning contexts.
My question to the comnmunity: If cognitive apprenticeships can be found in
a variety of human activities--then is there one interactive mechanism
applied to many different disciplines, or is there a different set of
cognitive strategies that are unique to each discipline? I would welcome
your ideas.
P.S. One of the strengths of the apprenticeship that I have seen is that the
expert is involved with professional problem solving in total view of the
novice. The novice, therefore, benefits from observing both the final
product and all the steps necessary to reach it.
Richard Kennell
(now a former lurker!)
At 09:16 AM 1/16/98 -0700, you wrote:
>Kevin,
>There is quite a bit of evidence that apprenticeship and tutorial
>learning provides important gains over the usual methods of teaching/
>learning. Composers, for instance, frequently apprenticeship as novices to
>more experienced individuals and even assist in the orchestration
>of the latter's work. Childrens' Museums use apprentices as guides
>who master a lot of subject knowledge by
>preparing to answer questions posed by
>visitors. There are many other examples,
>Howard Gardner is a strong proponent of
>apprenticeship programs. I also have been
>an advocate for a long time,
>Vera ---------------------------------
>Vera P. John-Steiner Department of Linguistics
>Humanities Bldg. 526
>University of New Mexico
>Albuquerque, NM 87131
>(505) 277-6353 or 277-4324
>Internet: vygotsky who-is-at unm.edu
>---------------------------------
>
>
>
Associate Dean
College of Musical Arts
Bowling Green State University
Bowling Green, Ohio 43404
(419) 372-2181
(419) 372-2938 FAX
kennell who-is-at bgnet.bgsu.edu