Abstract

In light of the conceptual ambiguity and rhetoric surrounding the term "learning community", this thesis elaborates conceptual foundations for the term. Drawing upon sociological and anthropological literature, the thesis presents community in structural-functional and psycho-social dimensions. In the relationship between these dimensions, the former is argued as both the medium and the milieu for the latter. As an integral aspect of community practice, learning recapitulates the psycho-social dimension of community. Current theories of learning are presented as being either "partitioned" or "situated" based upon their underlying conception of the relationship between individuals and culture. Educational design is discussed in terms of these relationships. A partitioned model of the learning implies the design of a medium urn between individuals and culture and a situated model implies the design of a milieu where individuals can experience culture. Consequently, design of learning community should be based on the design of both the media and milieux for learning. Two models of learning communities are examined in terms of how they reflect this conceptual framework. For further illustration, a prototypical learning community design is presented as an appendix to this conceptual analysis.