Rethinking the theory of communities of practice in education: Critical reflection and ethical imagination

Abstract

One of the leading theories of social learning today is Wenger's theory of Communities of Practice' (CoP-theory). CoP-theory reiterates basic tenets of social learning theory yet it us set apart from other theories of social learning and education not only by centering on identity-formation but by positing four key dualities as inherent structural features of the educational process. While concurring with Wenger's 'dilemmatic' understanding of education and his open-ended, practice-based conception of identity-formation, we argue that Wenger's theory overlooks central elements that are needed in order to fully articulate the ends of the educational process, as he conceives them. We claim that further supplementation is needed to support the kind of educational processes that Wenger advocates. Referring to the work of Jack Mezirow and Charles Taylor, this supplementation concerns both critical (rational) reflection and 'ethical imagination'. Rather than threatening the coherency of the theory, we claim that these supplementations are internally derived from the ends of CoP-theory and are necessary for its very possibility. To remain in line with Wenger's dilemmatic structure of education, these supplementations are presented in the form of a duality: the tension between artistic and ethical imagination.

Keywords:

• Communities of practice
• identity-formation
• reasoning
• critical reflection
• ethical imagination

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Ariel Sarid

Dr. Ariel Sarid is a senior lecturer and currently Head of the Master program for Management and Organization of Educational Systems at Beit Berl College of Education. He has published in leading journals across a wide range of fields in educational discourse: philosophy of education (with particular focus on dialogical education and educational values), educational leadership and school organization, social justice and sustainability in educational systems, teacher training and professional development, and curricular development in education. He his author of A dilemmatic approach to education (Routledge) (in press).

Maya Levanon

Dr. Maya Levanon is a teaching fellow at Beit Berl College of Education. She has published book chapters and articles in academic and non-academic journals across a wide range of fields in philosophical discourse: philosophy of education (philosophy for children, philosophy as a method of teaching and learning), philosophical practice, and philosophy as a way of life.