Cognition in Practice: Mind, Mathematics and Culture in Everyday Life (Learning in Doing)

by Jean Lave (Author)

4 customer reviews

ISBN-13: 978-0521357340

ISBN-10: 0521357349

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In this innovative study, Jean Lave moves the analysis of one particular form of cognitive activity--arithmetic problem-solving--out of the laboratory and into the domain of everyday life. In so doing, she shows how mathematics in the "real world", such as that entailed in grocery shopping or dieting, is, like all thinking, shaped by the dynamic encounter between the culturally-endowed mind and its total context, a subtle interaction that shapes both the human subject and the world within which it acts.

Cognition in Practice: Mind, Mathematics and Culture in Everyday Life (Learning in Doing)

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Product Details

Series: Learning in Doing
Paperback: 232 pages
Publisher: Cambridge University Press (July 29, 1988)
Language: English
ISBN-10: 0521357349
ISBN-13: 978-0521357340
Product Dimensions: 6 x 0.5 x 9 inches
Shipping Weight: 13.4 ounces (View shipping rates and policies)
Average Customer Review: 3.2 out of 5 stars See all reviews (4 customer reviews)
Amazon Best Sellers Rank: #648,865 in Books (See Top 100 in Books)
- #684 in Books > Textbooks > Social Sciences > Psychology > Cognitive Psychology
- #1586 in Books > Medical Books > Psychology > Cognitive
- #2393 in Books > Science & Math > Behavioral Sciences > Cognitive Psychology

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Top Customer Reviews

Some simple insights complicated by an obsessively detailed story

ByThomas Ballon August 21, 2015

Format: PaperbackVerified Purchase

This book is for scholars of the anthropology of cognition only. It is heavily, heavily footnoted with many bibliographic references and links to sources that only a perfectly informed reader would ever need to know -- that perfectly informed reader being the author herself. The gist of the story is simple enough...much obsessively scholarly verbiage is wasted in telling that story

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Respecifying Cognition

ByAnother Readeron November 29, 2006

Format: Paperback

Many readers are introduced to Jean Lave's work through Situated Learning (1991) with Etienne Wenger. However, readers interested in the genesis of Lave's two decade long effort to critique a reified understanding of cognition created in the narrow confines of a sterile experimental room by situating the study of learning within the everyday activities of social life may find Cognition in Practice (and also Everyday Cognition (1985) with Barbara Rogoff) insightful. Though the cognitive sciences themselves have moved on from the `information processing' or `transmission' model of learning that is an artifact of the experimental method and a 1960s fascination with the computer, this model of cognition remains endemic in formal educational today and particularly in educational policy decisions such as the No Child Left Behind Act that reveal a belief in the infallibility of science, so Lave's critique remains relevant today, two decades after the book was written.

However, Cognition in Practice aims not merely at critique but at developing a new framework for thinking about cognition - respecifying a `psychological theory of cognition' as an `anthropological' one - and the book is divided into two sections to address each. This endeavor of theory creation does make the book a cumbersome, though not difficult, read at times. The greatest challenge, Lave notes, is involved in depopulating reified meanings of the vocabulary of cognition that we no longer question and respecifying them in specific social/anthropological terms. Lave, in Cognition in Practice, makes the effort to address such dualities as theory/practice and mind/body, revaluing the latter concepts with respect to learning (cognition/learning is another such duality). Yes, two decades later, this is no longer groundbreaking.

Though Cognition in Practice is derived from anthropological ethnographic fieldwork and is therefore empirically-based criticism, it shares many of the goals if not the particular focus of literary critical theory. Indeed, in the two decades since the book was written, the lines have been blurred between what Gee (2000) identifies as more than 20 research programs within the great `social turn' in the social sciences and humanities, as ideas and methodologies have cross-populated within critical communities of practice - Gee's (1999) own "Big D" Discourse is Lave and Wenger's (1991) `Communities of Practice,' for example.

Cognition in Practice lays the groundwork for Situated Learning (1991), and though the latter is probably more familiar to readers and the concepts more refined (e.g. "whole persons acting in social worlds" becomes "legitimate peripheral participation"), readers interested in the cognitive basis for sociocultural theories of cognition that place learning as an activity located not exclusively in the brain but socially constructed in interaction with others and artifacts in everyday contexts will find Cognition in Practice useful.

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Five Stars

ByAmazon Customeron March 4, 2016

Format: PaperbackVerified Purchase

totally fine!

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Astoundingly awful. A joke?

BySean Stromstenon May 10, 2006

Format: Paperback

One part uncontroversial cognitive psychology and five parts lit-crit bluff--the kind the author clearly doesn't understand, and hopes no one else in the seminar will admit they don't either. To be fair, the almost random juxtaposition of bits of continental philosofeces is consistent with the author's apparent contempt for reason.

If this book was intended to be a hoax, or a test of editorial standards similar to Alan Sokal's bogus article in "Social Text", then I apologize for the low rating, but it really is about time to reveal the joke.

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