Profession of social science:
Goffman critique of the profession’s preoccupations
-a field of ordered social life, which escaped the view of the profession
Goffman’s views have recently developed as familiar discourse because of the overall re-thinking of the commitments of the educational research community. BC&D (Brown, Collins, and Duguid) have also shaped new discourse in cognitive studies. Cognitive studies were a specific area of development in educational research. The study of cognition in educational settings have use in how tasks are produced, and thought about by students and teachers. Thinking in the world is the phrase used for social cognition. Situated cognition is recommended for examining the understanding of situatedness offered to research. “Situatedness” is a the reconceptualization of the cognitive study, a turn that is epistemological.
Enculturation-interdependency, developing situated cognition and classroom pedagogy. Examples: driving and taking driver’s education class, cabinet making and woodshop. Classrooms providing hybrid practices.
3rd grade science class example: students witnessing is part of the classroom science they are practicing, what they will witness is provided by the teacher’s commentary. Evidence of understanding is shown by the common talk amongst students.
Tasks: classrooms show features not found in professional, adult settings. Students perform tasks in the classroom that are thought to be similar to the real-life setting.
Situated cognition or situatedness cannot recommend craft pedagogy. The classroom education was to be a site of life experience, social development practicum, math, grammar, science etc. were produced—to create simulacrum.
Simulacrum—a diorama of a larger world of sense, order, meaning, practice.
BC&D’s critique is on the adequacy of classroom simulations. Situated cognition promised and analytic program, but is inconclusive, according to Macbeth.
Macbeth, D. (1996). The discovery of situated worlds: Analytic commitments, or moral orders? Human Studies 19, p. 267-287.