Apprenticeship as a conceptual basis for a social theory of learning

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Abstract
Many approaches to learning rely on behaviourist and individualist assumptions, are dependent on transmission pedagogies or are associated with cognitive science accounts of expertise. Drawing upon recent developments in activity theory that have resulted in learning new interpretations of the ‘zone of proximal development’ and the emergence of the idea of ‘learning as a form of social practice’, this paper proposes an entirely different perspective on learning. It argues that the idea of apprenticeship can be reconceptualised to provide the basis for a more inclusive social theory of learning. It explores how far new pedagogic criteria will have to be developed that might constitute the basis for such a theory of ‘reflexive learning’, and identifies the possible implications of this approach to learning for a number of current concerns in vocational education and training, for example, lifelong learning, collaborative/transformative learning and knowledge production.

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