What happens when we use the word context, in research and learning? Are we aware of its different connotations? Or do we simply use it to evoke anything “surrounding” learning? When we begin to analyse the contexts of learning, we stumble over many antinomies and conceptual polarities. Different perspectives define what a context is, and what it does to us. There are at least four of them: the materialist/structural, the constructivist/symbolic, the reflexive/recursive, and the enactive/co-evolutionary. The chapter plays with all these lenses, using etymology, imagination, and narratives to suggest a generative theory of context.
Formenti, L. (2019). Perspectives on context: metaphors, epistemologies, and theoretical definitions. In B. Merrill, A. Nizinska, A. Galimberti, J. Eneau, E. Sanojca, S. Bezzari (a cura di), Exploring learning contexts: Implications for access, learning careers and identities (pp. 45-58). Rennes : Université Rennes 2.
Perspectives on context: metaphors, epistemologies, and theoretical definitions
Formenti
Primo
2019
Abstract
What happens when we use the word context, in research and learning? Are we aware of its different connotations? Or do we simply use it to evoke anything “surrounding” learning? When we begin to analyse the contexts of learning, we stumble over many antinomies and conceptual polarities. Different perspectives define what a context is, and what it does to us. There are at least four of them: the materialist/structural, the constructivist/symbolic, the reflexive/recursive, and the enactive/co-evolutionary. The chapter plays with all these lenses, using etymology, imagination, and narratives to suggest a generative theory of context.
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