Educating through Communities of Practice

Authors

  • Carl-Mario Sultana University of Malta

DOI:

https://doi.org/10.15633/pch.1866

Keywords:

Catholic Schools, Communities of Practice, Constructivist Approach, Education, Situated Learning

Abstract

The aim of this paper is to attempt at building a bridge between education and situated learning. The etymology of the word education outlines the two major ways of envisioning education. The meaning which we give to the term ‘education’ surely influences the ways in which the process of education unfolds and is actually conducted. The Constructivist Approach which is being used in education today is characterised by its student­centeredness rather than teacher­‑centeredness. The adoption of Communities of Practice from the industrial sphere to the realm of Catholic schools is a way in which education as bringing forth from the student (e­‑ducere) and the constructivist approach developed earlier can be put into practice in Catholic Schools. Communities of practice create the right condition for situated learning in Catholic schools today. It is here that legitimate peripheral participation can be put into practice, thus fulfilling the Church’s mission of evangelisation in our contemporary culture by drawing students from the periphery of the educational endeavour, making them active participants at the core.

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Published

2016-12-01

Issue

Vol. 6 No. 2 (2016)

Section

Articles

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Copyright (c) 2016 Carl-Mario Sultana

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