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5.3 Elements from economics, accounting, international trade,and investment
Submitted by Kathy on Fri, 2009-07-31 20:57
Since I hold a bachelor degree in accounting, I have some knowledge of accounting and related economics knowledge. As I think about learning from Wenger’s situated cognition view, I realize an analogical situation between 'economical behavior' and 'educational behavior', or between a 'business enterprise' and a 'learning enterprise'.
Driscoll (2005, p.164) mentions that
Wenger(1998) succinctly summarized the basic premises of situated cognition theory as follows:
1. We are social beings. Far from being trivially true, this fact is a central aspect of learning.
2. Knowledge is a matter of competence with respect to value enterprises, such as singing in tune, discovering scientific facts, fixing machines, writing poetry, being convivial, growing up as a boy or girl, and so forth.
3. Knowledge is a matter of participating in the pursuit of such enterprises, that is, of active engagement in the world.
4. Meaning-our ability to experience the world and our engagement with it as meaningful-is ultimately what learning is to produce.(p. 4)
The analogical situation between an 'business enterprise' and a 'learning enterprise' (a learner, a class, a whole groups of users of a learning tool etc)
can be analyzed through the following open-table:
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An business enterprise |
A learner
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A class with a teacher
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Users of a tool
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Economics is used for economical behavior;
Business plan is used to plan for a business' behavior
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Accounting is used to evaluate, record, analyze, internal-monitor, external-monitor, and adjust a business' behavior
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Trade and international trade are used to exchange and maximize resources and products
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Investment is used to “make money by money”
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According to my understanding about DBR, I think that the methodology of accounting (a very good example of “data-mining”) might enlighten us a lot in creating a DBR tool.
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