Abstract

One of the leading theories of social learning today is Wenger's theory of Communities of Practice' (CoP-theory). CoP-theory reiterates basic tenets of social learning theory yet it us set apart from other theories of social learning and education not only by centering on identity-formation but by positing four key dualities as inherent structural features of the educational process. While concurring with Wenger's 'dilemmatic' understanding of education and his open-ended, practice-based conception of identity-formation, we argue that Wenger's theory overlooks central elements that are needed in order to fully articulate the ends of the educational process, as he conceives them. We claim that further supplementation is needed to support the kind of educational processes that Wenger advocates. Referring to the work of Jack Mezirow and Charles Taylor, this supplementation concerns both critical (rational) reflection and 'ethical imagination'. Rather than threatening the coherency of the theory, we claim that these supplementations are internally derived from the ends of CoP-theory and are necessary for its very possibility. To remain in line with Wenger's dilemmatic structure of education, these supplementations are presented in the form of a duality: the tension between artistic and ethical imagination.

摘要

当今社会学习的主要理论之一是温格的实践社区理论（CoP 理论）。CoP 理论重申了社会学习理论的基本原则，但我们将其与其他社会学习和教育理论区分开来，不仅以身份形成为中心，而且将四个关键的二元性作为教育过程的固有结构特征。虽然同意温格对教育的“两难”理解以及他对身份形成的开放式、基于实践的概念，但我们认为温格的理论忽略了为了充分阐明教育过程的目的所需的核心要素，因为他怀上他们。我们声称需要进一步补充以支持 Wenger 倡导的那种教育过程。参考 Jack Mezirow 和 Charles Taylor 的工作，这种补充涉及批判性（理性）反思和“伦理想象”。我们没有威胁理论的连贯性，而是声称这些补充是从 CoP 理论的内部派生出来的，并且对于它的可能性是必要的。为了与温格两难的教育结构保持一致，这些补充以二元性的形式呈现：艺术想象与伦理想象之间的张力。