I've found this book quite helpful when exploring your question. The
introduction alone provides a good foundation.
Engeström, Y., Miettinen, R. & Punamäki, R-L. (Eds.) Perspectives in
activity theory. Cambridge: Cambridge University Press, 1999. xiii, 462,
----- Original Message -----
From: "A. G" <firstname.lastname@example.org>
To: "eXtended Mind, Culture, Activity" <email@example.com>
Sent: Wednesday, October 04, 2006 10:21 PM
Subject: Re: [xmca] Situated cognition vs. Socio-cultural theory
> I have been following this thread since July 11 and still need to pin
> down how they can be differentiated.
> Bremme's suggestion on Barab and Duffy could clarify CoP in learning
> but is there a definitive line between situated learning and socio-
> cultural learning? Should it be viewed as trajectory and separate
> (Mary) or grey areas that intertwine within both thoughts?
> On Jul 12, 2006, at 5:15 PM, Mary K. Bryson wrote:
> " Situated cognition work can sound a lot like socio-cultural work
> when both camps of theorists are writing about the conditions within
> which significant educational activity takes place."
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