TY - JOUR
T1 - Curriculum-Based Ecosystems
T2 - Supporting Knowing From an Ecological Perspective
AU - Barab, Sasha A.
AU - Roth, Wolff Michael
PY - 2006/6
Y1 - 2006/6
N2 - The goal of this article is to advance an ecological theory of knowing, one that prioritizes engaged participation over knowledge acquisition. To this end, the authors begin by describing the environment in terms of affordance networks: functionally bound potentials extended in time that can be acted upon to realize particular goals. Although there may be socially agreed-upon trajectories specifying the necessary components of a network activated for realizing a particular goal, the particular network engaged by an individual is dependent on adopted intentions and available effectivity sets, the attunements and behaviors that an individual can enlist to realize an affordance network. Thus, to help clarify the challenges of connecting learners to ecological systems through which affordance networks are activated, the authors use the term life-world, which refers to the environment from the perspective of an individual. Building on their characterization of affordance networks, effectivity sets, and life-worlds, the authors offer an ecological focal point for curricular design.
AB - The goal of this article is to advance an ecological theory of knowing, one that prioritizes engaged participation over knowledge acquisition. To this end, the authors begin by describing the environment in terms of affordance networks: functionally bound potentials extended in time that can be acted upon to realize particular goals. Although there may be socially agreed-upon trajectories specifying the necessary components of a network activated for realizing a particular goal, the particular network engaged by an individual is dependent on adopted intentions and available effectivity sets, the attunements and behaviors that an individual can enlist to realize an affordance network. Thus, to help clarify the challenges of connecting learners to ecological systems through which affordance networks are activated, the authors use the term life-world, which refers to the environment from the perspective of an individual. Building on their characterization of affordance networks, effectivity sets, and life-worlds, the authors offer an ecological focal point for curricular design.
UR - http://www.scopus.com/inward/record.url?scp=84996233542&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84996233542&partnerID=8YFLogxK
U2 - 10.3102/0013189X035005003
DO - 10.3102/0013189X035005003
M3 - Article
AN - SCOPUS:84996233542
SN - 0013-189X
VL - 35
SP - 3
EP - 13
JO - Educational Researcher
JF - Educational Researcher
IS - 5
ER -