Firsthand learning through intent participation

Abstract

This article examines how people learn by actively observing and “listening-in” on ongoing activities as they participate in shared endeavors. Keen observationand listening-in are especially valued and used in some cultural communities in which children are part of mature community activities. This intent participation also occurs in some settings (such as early language learning in the family) in communities that routinely segregate children from the full range of adult activities. However, in the past century some industrial societies have relied on a specialized form of instruction that seems to accompany segregation of children from adult settings, in which adults “transmit” information to children. We contrast these two traditions of organizing learning in terms of their participation structure, the roles of more-and less-experienced people, distinctions in motivation and purpose, sources of learning (observation in ongoing activity versus lessons), forms of communication, and the role of assessment.

Co-creating the Dialogic: How a Participatory Action Research Project Promoted Second Language Acquisition of Karen Youth

“…This PAR project is akin to the experiential learning or project based language learning advocated by second language theorists like Stephen Krashen (1983Krashen ( , 1985 and Barabra Rogoff (Rogoff, 1990;Rogoff et al, 2003) and Anne Burns (1999). This project was also a response to calls by critical second language advocates like Elsa Auerbach (1993Auerbach ( , 1995Auerbach ( , 1996Auerbach ( , 2001, who contends that teachers need to engage learners in authentic language interactions.…”

Children as a Reserve Labor Force

“…Closely related to the notion that children at play are flying under the radar as far as the display of competent performance is the frequent observation that children are learning largely through their participation in family activities, including work (Rogoff et al 2003). A key factor in the ease with which children learn socially is that culture is freely displayed.…”

Ser respetuoso es ser persona. El niño y la pedagogía moral de los nahuas del centro de México

“…Ellos observan y escuchan atentamente y con iniciativa, y se espera su colaboración en las actividades compartidas cuando se sientan listos. Esta tradición, a la que llamamos 'participación intensa en comunidades', destaca en muchas comunidades americanas indígenas [...] La participación intensa en comunidades es una forma muy valiosa de fomentar el aprendizaje» (2010: 96, véase la versión inglesa del artículo: Rogoff et al 2003). va satisfecho.…”