SITUATED LEARNING-THEORY VERSUS TRADITIONAL COGNITIVE-LEARNING THEORY- WHY MANAGEMENT EDUCATION SHOULD NOT IGNORE MANAGEMENT LEARNING

This paper describes the differences between situated learning theory (SLT) and traditional cognitive theory (TCT). SLT is distinctive becau se it perceives learning to be a socially relational rather than a men talist process. SLT places research attention upon knowledge productio n in situ and in the course of work practices rather than upon learnin g transmission in the classroom. This paper argues that SLT's emphasis on the social context of learning is problematic and ambiguous. SLT s ees context as pregiven, which is consistent with modernist thought, b ut also sees it as emergent, which is more consistent with postmodern thought. The implications of this are discussed and the SLT-TCT debate is used to shed light on management education from the perspective of management learning.