Situated cognition is a theory that poses that knowing is inseparable from doing by arguing that all knowledge is situated in activity bound to social, cultural and physical contexts.
Under this assumption, which requires an epistemological shift from empiricism, situativity theorists suggest a model of knowledge and learning that requires thinking on the fly rather than the storage and retrieval of conceptual knowledge. In essence, cognition cannot be separated from the context. Instead knowing exists, in situ, inseparable from context, activity, people, culture, and language. Therefore, learning is seen in terms of an individual's increasingly effective performance across situations rather than in terms of an accumulation of knowledge, since what is known is co-determined by the agent and the context. This perspective rejects mind-body dualism and person-environment dualism.
Read more about Situated Cognition: History, Glossary, Externalism, Pedagogical Implications, Research Methodologies, Critiques of Situativity
Famous quotes containing the words situated and/or cognition:
“In order for the artist to have a world to express he must first be situated in this world, oppressed or oppressing, resigned or rebellious, a man among men.”
—Simone De Beauvoir (1908–1986)
“Socratic man believes that all virtue is cognition, and that all that is needed to do what is right is to know what is right. This does not hold for Mosaic man who is informed with the profound experience that cognition is never enough, that the deepest part of him must be seized by the teachings, that for realization to take place his elemental totality must submit to the spirit as clay to the potter.”
—Martin Buber (1878–1965)