Learning as a Members’ Phenomenon: Toward an Ethnographically Adequate Science of Learning


by Reed Stevens — 2010

This article argues for treating learning as a “members’ phenomenon,” one that participants to an interaction organize, sustain, and evaluate themselves from “within” their interactions. This endogenous approach to studying learning is contrasted with the traditional exogenous approach. An empirical example is provided to ground the concept. Implications for further development of this approach are discussed, including possible tensions and complementarities with the exogenous approach to studying learning.


To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:

Sign-in
Email:
Password:
Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
 
Purchase this Article
Purchase Learning as a Members’ Phenomenon: Toward an Ethnographically Adequate Science of Learning
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
$12
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210


This article originally appeared as NSSE Yearbook Vol 109. No. 1.


Cite This Article as: Teachers College Record Volume 112 Number 13, 2010, p. 82-97
http://www.tcrecord.org ID Number: 18402, Date Accessed: 10/24/2017 5:42:02 AM

Purchase Reprint Rights for this article or review