Conceptualizing learning experiences: Contributions and mediations of the social, personal, and brute

Mind, Culture, and Activity

Volumn 16, Issue 1, 2009, Pages 32-47

  Billett, Stephen ^a  

^a GRIFFITH UNIVERSITY   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 62949230463     PISSN: 10749039     EISSN: 15327884     Source Type: Journal    
DOI: 10.1080/10749030802477317     Document Type: Review

References (54)

1. Anderson, J. R. (1982). Acquisition of cognitive skill. Psychological Review, 89(4), 369-406
2. Anderson, J. R. (1993). Problem solving and learning. American Psychologist, 48(1), 35-44
3. Archer, M. S. (2000). Being human: The problem of agency. Cambridge, UK: Cambridge University Press
4. Baldwin, J. M. (1894). Personality-suggestion. Psychological Review, 1, 274-279
5. Baldwin, J. M. (1898). On selective thinking. The Psychological Review, V(1), 1-24
6. Baltes, P. B., & Staudinger, U. M. (1996). Interactive minds in a life-span perspective. In P. B. Baltes & U. M. Staudinger (Eds.), Interactive minds: Life-span perspectives on the social foundations of cognition (pp. 1-34). Cambridge, UK: Cambridge University Press
7. Barker, R. G. (1968). Ecological psychology: Concepts and methods for studying the environment of human behaviour. Stanford, CA: Stanford University Press
8. Berger, P. L., & Luckman, T. (1967). The social construction of reality. Harmondsworth, UK: Penguin
9. Bierema, L. L. (2001). Women, work, and learning. In T. Fenwick (Ed.), Sociocultural perspectives on learning through work (pp. 53-62). San Francisco: Jossey Bass/Wiley
10. Billett, S. (2001). Learning in the workplace: Strategies for effective practice. Sydney, Australia: Allen and Unwin
11. Billett, S. (2003). Sociogeneses, activity and ontogeny. Culture and Psychology, 9(2), 133-169
12. Billett, S. (2006). Relational interdependence between social and individual agency in work and working life. Mind, Culture, and Activity, 13(1), 53-69
13. Billett, S., Ehrich, L., & Hernon-Tinning, B. (2003). Small business pedagogic practices. Journal of Vocational Education and Training, 55(2), 149-167
14. Bowles, S., & Gintis, H. (1976). Schooling in capitalist America. New York: Basic Books
15. Church, K. (June, 2004). Dancing lessons: A choreography of disability in corporate culture. Paper presented at the WALL Annual Meeting, Toronto
16. Cole, M. (1998). Can cultural psychology help us think about diversity? Mind, Culture and Activity, 5(4), 291-304
17. Darrah, C. N. (1996). Learning and work: An exploration in industrial ethnography. New York: Garland
18. Ericsson, K. A., & Smith, J. (1991). Towards a general theory of expertise. Cambridge, UK: Cambridge University Press
19. Fenwick, T. (2008). Women's learning in contract work: Practicing contradictions in boundaryless conditions. Vocations and Learning, 1(1), 11-26
20. Foucault, M. (1986). The care of the self: The history of sexuality (Vol. 3, R. Hurley, Trans.). Harmondsworth, UK: Penguin
21. Fuhrer, U. (1993). Behaviour settings analysis of situated learning: The case of newcomers. In S. Chaiklin & J. Lave (Eds.), Understanding practice: Perspectives on activity and context (pp. 179-211). Cambridge, UK: Cambridge University Press
22. Gauvain, M. (1993). The development of spatial thinking in everyday activity. Development Review, 13(1), 92-121
23. Gibson, E. J., & Levin, H. (1975). Psychology of reading. Cambridge, MA: MIT Press
24. Giddens, A. (1984). The constitution of society. Cambridge, UK: Polity Press
25. Glassman, M. (2001). Dewey and Vygotsky: Society, experience, and inquiry in educational practice. Educational Researcher, 30(4), 3-14
26. Hodges, D. C. (1998). Participation as dis-identification with/in a community of practice. Mind, Culture and Activity, 5(4), 272-290
27. Hodkinson, P., Biesta, G., & James, D. (2008). Understanding learning culturally: Overcoming the dualism between social and individual Views of Learning. Vocations and Learning, 1(1), 27-47
28. Keith, M., & Pile, S. (Eds.). (1993). Place and politics of identity. London: Routledge
29. Kelly, G. A. (1955). The psychology of personal constructs. New York: Norton
30. Lave, J. (1993). The practice of learning. In S. Chaiklin & J. Lave (Eds.), Understanding practice: Perspectives on activity and context (pp. 3-32). Cambridge, UK: Cambridge University Press
31. Lave, J., Murtaugh, M., & de la Roche, O. (1984). The dialectic of arithmetic in grocery shopping. In B. Rogoff & J. Lave (Eds.), Everyday cognition: Its development in social context (pp. 76-94). Cambridge, MA: Harvard University Press
32. Lave, J., & Wenger, E. (1991). Situated learning - Llegitimate peripheral participation. Cambridge, UK: Cambridge University Press
33. Malle, B. F., Moses, L. J., & Baldwin, D. A. (2001). Introduction: The significance of intentionality. In B. F. Malle, L. J. Moses, & D. A. Baldwin (Eds.), Intentions and intentionality: Foundations of social cognition (pp. 1-26). Cambridge, MA: MIT Press
34. Mansfield, N. (2000). Subjectivity: Theories of the self from Freud to Haraway. Sydney, Australia: Allen and Unwin
35. McLaren, M. A. (1997). Foucault and the subject of feminism. Social Theory and Practice, 32(1), 109-128
36. Miller, P. J., & Goodnow, J. J. (1995). Cultural practices: Towards an integration of culture and development. In J. J. Goodnow, P. J. Miller, & F. Kessel (Eds.), Cultural practices as contexts for development (Vol. 67, pp. 5-16). San Francisco: Jossey-Bass
37. Nerland, K. (2008). Knowledge cultures and the shaping of work-based learning: The case of computer engineering. Vocations and Learning, 1(1), 49-69
38. Newman, D., Griffin, P., & Cole, M. (1989). The construction zone: Working for cognitive change in schools. Cambridge, UK: Cambridge University Press
39. O'Connell, P. J. (1999). Adults in training: An international comparison of continuing education and training. Paris: OECD
40. Perkins, D., Jay, E., & Tishman, S. (1993). Beyond abilities: A dispositional theory of thinking. Merrill-Palmer Quarterly, 39(1), 1-21
41. Quintrell, M. (2000). Older and wiser; or just at the end of the line? Westminster Studies in Education, 23, 19-31
42. Rogoff, B. (1990). Apprenticeship in thinking - Cognitive development in social context. New York: Oxford University Press
43. Scribner, S. (1984). Studying working intelligence. In B. Rogoff & J. Lave (Eds.), Everyday cognition: Its development in social context (pp. 9-40). Cambridge, MA: Harvard University Press
44. Scribner, S. (1992). Mind in action: A functional approach to thinking. The Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 14(4), 103-110. (Original work published 1983)
45. Searle, J. R. (1983). Intentionality: An essay in the philosophy of the mind. Cambridge, UK: Cambridge University Press
46. Searle, J. R. (1984). Brains, minds and science. Cambridge, MA: Harvard University Press
47. Searle, J. R. (1995). The construction of social reality. London: Penguin
48. Smith, R., & Billett, S. (2006). Interdependencies at work: Constituting reflection, performance, dialogue and reward. Journal of Adult and Continuing Education, 12(2), 156-169
49. Stokols, D. (1977). Origins and directions of environment-behavioural research. In D. Stokols (Ed.), Perspectives on environment and behavior theory, research and application (pp. 5-36). New York: Plenum
50. Valsiner, J. (2000). Culture and human development. London: Sage
51. Valsiner, J., & van der Veer, R. (2000). The Social Mind: The construction of an idea. Cambridge, UK: Cambridge University Press
52. von Glasersfeld, E. (1987). Learning as a constructive activity. In C. Janvier (Ed.), Problems of representation in the teaching and learning of mathematics (pp. 3-17). Hillsdale, NJ: Erlbaum
53. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press
54. Wertsch, J. V. (1998). Mind as action. New York: Oxford University Press