Distributed Cognition and the Shared Knowledge Model of the Mazahua: A Cultural Approach
Author(s)
De Haan, Mariette
Abstract
The distributed and situated character of informal and nonwestern learning practices has recently become a source of inspiration for the reform of school practices. The notion that cognition and knowledge is to be seen as situationally bound has promoted forms of learning in which responsible engagement in socially relevant activities is seen as crucial for effective learning results. To evaluate the usefulness of these nonwestern learning practices for school reform a study of the teaching-learning practices of a Native American group is presented. Their shared knowledge model of learning is based on the interconnectedness between knowledge and practice. Their ideas on knowledge and learning as well as their guidance model are compared with cognitive apprenticeship models mostly designed for school. The comparison and in particular the differences found give rise to a discussion on the cultural nature of guidance models. A view is advanced in which the distributed nature of cognition is seen as only one of the many possible sources of inspiration to reform our teaching.
