Social Construction of Reality - Bad Request

interaction and particular context: “the core idea in situated cognition is that learning is
inherently social in nature. The nature of the interactions among learners, the tools they
use within these interactions, the activity itself, and the social context in which the
activity takes place shape learning” (p. 45). Furthermore, he believes the approach to
adult learning is best addressed via situations, as opposed to subjects. Marsick and
Watkins (2001) created a model that juxtaposes the larger social setting and the more
specific learning context. They explain the model thus:
The circle in the center represents our belief that learning grows out of everyday
encounters while working and living in a given context…the outer circle
represents the context within which the experience occurs….the context for
learning that plays a key role in influencing the way in which people interpret the
situation, their choices, the actions they take and the learning that is effected (p.
29).
On the topic of interpretation, Flaherty (1999) puts forth a model for
understanding how language and experience bound within a particular context can bring
about changes in actions driven by interpretations. Preskill and Torres (1999) further
iterate that the generation of organizational knowledge creation and knowledge involves
“developing systems and structures that not only allow but also encourage organization
members to learn and grow together- to develop communities of practice” (p. 14).
Nonaka and Takeuchi (1995) tie all these ideas together by explaining both “information
and knowledge are context- specific and relational in that they depend on the situation
and are created dynamically in social interaction among people” (p. 59).
42