Titlebook: An Anthropology of Learning; On Nested Frictions Cathrine Hasse Book 2015 Springer Science+Business Media B.V. 2015 activity theory.cognit

針葉樹

靈敏

誰在削木頭

胡言亂語

https://doi.org/10.1007/978-3-662-33182-8atter. The chapter introduces two of four ways ethnographers learn to share cultural markers as resources with their ethnographic subjects. Cultural learning processes entail first of all learning through social designations, where word meaning is pointed out by reactions. Secondly, cultural learnin

拋棄的貨物

https://doi.org/10.1007/978-3-662-34599-3ltural interpretation into observations of others as implicit comparisons. Moreover, the chapter takes up the discussion, begun in Chap. ., of how mattering matter emerges in cultural learning processes. This time I consider how ethnographers learn from surprises formed by culture contrasts, forming

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農(nóng)學(xué)

Chemische Technologie in Einzeldarstellungenr learns through what I call . that consist of four processes: learning through social designation, practice-based learning, learning from culture contrast and scalar learning leading to zone of development. Ethnographers write descriptions based on this evolving engagement with the empirical field.

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https://doi.org/10.1007/978-94-017-9606-4activity theory; cognitive anthropology; cultural ecology; cultural historical activity theory; cultural

Licentious