Toward a Social Understanding of How People Learn in Organizations
提出工作场所中的学习既是认知活动也是社会活动，通过引入“情境课程”概念，解释新手如何在持续的工作活动中被社会化，并讨论其对组织学习研究的启示。
In this article we submit the view that learning in the workplace is to be understood both as a cognitive and a social activity. We support our claim by introducing and discussing the concept of `situated curriculum', a specific form of social order that instructs the socialization of novices within the context of ongoing work activities. We describe both the nature and features of the situated curriculum, discussing the factors that make it characteristic of a specific community of practice. Finally, after discussing some of the specific conceptual and practical problems related to the disclosure of the `situated curriculum', we shall illustrate some of the implications of the notion of the `situated curriculum' for the study of learning in organizations.