The aim of this chapter is to distinguish theories of development that cast learning as a community process of transformation of participation in sociocultural activities from theories that cast learning as a one-sided process in which only teachers or learners are responsible for learning, either through transmission of knowledge from experts or acquisition of knowledge by learners by themselves. To distinguish these perspectives and highlight the theoretical stance of transformation of participation, we take a developmental approach by examining the transformation in understanding that occurs as adults who have been used to functioning in institutions employing transmission theories attempt to understand a new institution employing a participation theory.
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