Activity 2: On two metaphors for learning – reading Sfard

I agree it was a bit of a dull read, to be honest is she (Sfard 1998) not stating the obvious learning is about 'acquiring' knowledge and 'participating', there doesn't seem to be one without the other.

'AM stresses the individual mind and what goes into it, PM shifts the focus to the evolving bonds between the individual and others' (Sfard 1998).

Again fair comment but obvious, I don't think I would refer to it as an evolving bond, surely we are just referring to development of students and their professional relationships.

Sorry I just find some of the reading really hard work, the author uses phrases and terminology that means you have to read paragraphs over and over again to get the gist.

'Learning a subject is now conceived as a process of becoming a member of a certain community', I guess social networking is the point she makes here and again happy to agree with this as we sit in our H800 community.

I thought I would end with a metaphor:
Spiral learning: learning comes about through frequent re-encountering of similar ideas in different contexts (Bruner 1996).

Bruner, J (1966). Towards a Theory of Instruction, Cambridge: Harvard University Press.

Worth a read I think

http://p2pfoundation.net/Three_Metaphors_of_Learning

H800-11B: Week 3b: What it means to learn – metaphors and practices: A2: On two metaphors for learning – reading Sfard

H800-11B: Week 3b: What it means to learn – metaphors and practices: A2: On two metaphors for learning – reading Sfard:

How Sfard defines the acquisition and participation metaphors.
The idea that learning is the process of acquisition; taking the learning however it is presented to you and making it your own. Taking ownership and moving forward with your new found knowledge ready to continue the journey. 'The knowledge is considered a commodity it can be applied , transferred and shared with others' (Sfard 1998).

Learning is not not just about states it involves activity and participation, 'Learning a subject is now conceived as a process of becoming a member of a certain community' (Sfard 1998). Learners may well be the the newcomers and potential reformers of the practice it is very much up to the teachers to preserve its continuity. What we acquire we store in our minds and by participating and sharing we consolidate learning, giving further authority to the learning, enrichment and depth. 

How she distinguishes between them
The two metaphors are seen as the parts and the overall learning the sum of the parts, they are seen as integral to the learning. It is difficult to separate the, 'Act of acquisition is tantamount to the act of becoming a participant'  (Sfard 1998).

The significance of Table 1 and the difference between questions of what learning is versus how learning happens. It interesting how the two metaphors are linked succinctly within a table making it clear where the comparisons blend. separating in a table almost implies they can be treated as separate metaphors but on closer scrutiny both are clearly related.

Table 1 (Sfard 1998) 

Note that Sfard sees social theories of learning drawing on both acquisitive as well as participatory models of learning. There cannot be one without the other when considering the advantages of each it is clear that one metaphor can draw out the weaknesses of the second. We have in fact represented a patchwork of metaphors (Sfard 1998)

Reference

Sfard, A. (1998) ‘On two metaphors for learning and the dangers of choosing just one’,Educational Researcher, vol.27, no.2, pp.4–13; also available online athttp://libezproxy.open.ac.uk/login?url=http://www.jstor.org/stable/1176193 (last accessed 21 February 2011).