From the Psychology to the Sociology of Learning

The article introduces the concept of situated learning which treats the educational process from the widest point of view. This theory is part of the cognitive­constructive concept of learning which views the individual as an active participant in society, learning as an essential part of social practice and Jegitimale pheripherical participation as a process in which learning takes place. These three dimensions are extremely important for understanding learning within the educational process. Thus learning is not seen as an isolated internal process of receiving information but as part of a wider, more complex series of interactions. The quality of these interactions depends on the individual's personal experience and his/her social-cultural environment. This concept leads to two additional ideas: a) learning is not only the acquisition of knowledge but the formation of identity, values etc., and; b) the social environment is the key deter