Criticism of Situated learning and in particular Situated Learning - Lave and Wenger, from John Anderson, Reder, and Herb Simon.
They rightly point out that Situated learning adherents have thrown out the empirical base of Cognitivism. Yes, knowledge is contextual, but not entirely so—Transfer learning does exist, modulated by many factors. Abstract learning can in fact be more effective than concrete/specific learning, particularly when learners need to routinely generalize to unfamiliar situations. And instruction can benefit from isolation and decontextualization (an orchestral violinist needs to practice both on their own and also with the orchestra).
They relegate most of the Situated learning to the motivational realm, acknowledging that learners do in fact need to be motivated. I think their acknowledgment doesn’t go far enough in considering a teleology of learning. Their implicit assumption seems to be that learning/knowledge is essential for vocational and economic reasons. That’s a pretty bleak perspective. Lave/Wenger’s perspective of identity (trans)formation and social meaning is about more than motivation—it’s about the basis of a life well lived.
I find this passage perplexing:
While there may be motivational merit to embedding mathematical practice in complex situations, Geary (1995) notes that there is much reason to doubt how intrinsically motivating complex mathematics is to most students in any context. The kind of sustained practice required to develop excellence in an advanced domain is not inherently motivating to most individuals and requires substantial family and cultural support.
One way to interpret this last sentence is as acknowledging Lave/Wenger’s claims about the meaning of learning—the appeal of excellence is not just in acquisition of domain knowledge but in becoming an masterful member of a community of practice. But also: why isn’t it inherently motivating? Isn’t that a red flag worth much more understanding?
See reply: Greeno, J. G. (1997). On Claims That Answer the Wrong Questions. Educational Researcher, 26(1), 5–17