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The Learning Conference 2003

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Presentation Details


Learning and the Mediation of Learning

Clive Kanes.

The departure point for this paper is an exploration of Marx's claim that historical processes play out as an ascension from the abstract and particular to the concrete. Using cultural-historical activity theory as the reference point, the paper looks for what transformation to the concrete means for thinking about what learning is and how learning may be envisioned, enacted, played out, practiced. Learning is viewed as multiply mediated and factors of mediation are viewed as constitutive, rather than merely 'affordant'. This context, questions about Lave and Wenger's notion of situated learning as legitimate peripheral participation are posed and discussed.


Clive Kanes  (Australia)

School of VTAE
Griffith University

  • Situated Learning
  • Legitimate Peripheral Participation
  • Dialectic
  • Mediation
  • Artefact

(30 min Conference Paper, English)