著者

竹内 一真

出版者

京都大学大学院教育学研究科

雑誌

京都大学大学院教育学研究科紀要 (ISSN:13452142)

巻号頁・発行日

vol.57, pp.407-419, 2011-04-25

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This study clarifies how the technical skills of expert are studied. Such skills of expert have been extensive studied from anthropology and folklore to pedagogy and business administration. But the approach, or the background, to these skills is very common. This study focuses on the common approach to the skill. Especially Legistimate Peripheral Participation (LPP) (Lave & Wenger, 1991) is unique and is used widely. This study shows how technical skill has been studied before and after LPP. Preceding it, technical skills were considered studies by cognitive scientists, especially researcher, in regard to expert systems. Cognitive scientists have tried making an expert machine mainly to use for interviews with experts. But experts can’t talk about their skills a lot. Experts practice actual interacting with the environment, not merely thinking about it. On the other hand, LPP has off ered a new perspective to “learning” by clarifying how learners participate in the “community of practice.” Under this approach, learners become masters through participation into the community. In LPP, learners develop to interact with the environment, with artifacts and with other persons. After LPP, some research remains to be focused on teachers, not on the learners in community of practice.