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Literacies and Language Education pp 1–11Cite as

Learning: Embedded, Situated, and Unconscious

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Part of the book series: Encyclopedia of Language and Education ((ELE))

Abstract

This paper summarises three areas of debate in educational research, embedded learning, situated learning and unconscious learning, to see what light they throw on the emerging field of informal learning and formal/non-formal learning. It takes two cases which have been the subject of much recent discussion - political socialisation and learning in social movements - to illustrate the argument.

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Notes

  1. 1.

    This is different from “noncognitive skills” such as “persistence, integrity, leadership and motivation…,” Kyllonen 2012 np.

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Author information

Authors and Affiliations

  1. School of Education & Lifelong Learning, University of East Anglia, Norwich Research Park, NR4 7TJ, Norwich, UK

    Alan Rogers

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  1. Alan Rogers
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Correspondence to Alan Rogers .

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Editors and Affiliations

  1. Professional Development, King's College Dept. Continuing Education &, London, United Kingdom

    Brian V. Street

  2. University of Auckland, Auckland, Australia

    Stephen May

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Rogers, A. (2015). Learning: Embedded, Situated, and Unconscious. In: Street, B., May, S. (eds) Literacies and Language Education. Encyclopedia of Language and Education. Springer, Cham. https://doi.org/10.1007/978-3-319-02321-2_13-1

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  • DOI: https://doi.org/10.1007/978-3-319-02321-2_13-1

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  • Online ISBN: 978-3-319-02321-2

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