ABSTRACT

This article focuses on communities’ contributions to a way of learning that seems to be common in many Indigenous communities of the Americas and among people with heritage in such communities: Learning by Observing and Pitching In to family and community endeavours (LOPI). We briefly contrast this with community contributions in Assembly-Line Instruction, a way of learning that is common in Western schooling, to highlight the distinct contributions of community in these two ways of learning. We theoretically situate the two ways of learning, considering communities and individuals as mutually constituting aspects of the process of life, not as separate entities. Then we discuss the contributions of community to the reasons that people participate, how they interact, and the underlying theory of learning and purpose of learning in LOPI. We briefly address the role of community in how people communicate with each other and evaluate learning. To conclude, we consider the prevalence of LOPI both within Indigenous-heritage communities of the Americas and elsewhere, and our hopes for the contribution of describing this way of learning.

摘要

本文重点关注社区对一种似乎在美洲许多土著社区和这些社区具有遗产的人中普遍存在的学习方式的贡献：通过观察和参与家庭和社区努力来学习 (LOPI)。我们将此与流水线指令中的社区贡献进行简要对比, 是西方学校教育中常见的一种学习方式，以突出社区在这两种学习方式中的不同贡献。我们在理论上将两种学习方式定位，将社区和个人视为生活过程中相互构成的方面，而不是单独的实体。然后我们讨论社区对人们参与的原因、他们如何互动以及 LOPI 中学习的基本理论和学习目的的贡献。我们简要介绍了社区在人们如何相互交流和评估学习方面的作用。最后，我们考虑了 LOPI 在美洲和其他地方的土著遗产社区中的普遍性，以及我们对描述这种学习方式的贡献的希望。