Flight Instruction: The Challenge From Situated Cognition

Abstract

A primary claim from the field of situated cognition is that learning is ineffective if removed from the context in which the target skills must be deployed. This claim is inconsistent with many of the mainstream approaches to education and cognition. I describe what it means to be situated, and I outline the central issues raised in the literature on situated cognition and situated learning. The ideas outlined here have several implications for the conduct of flight instruction. The most pervasive implications are that current and potential training practices in aviation can create a breach between instruction and practice and can lead to the development of inert skills. A recurrent theme for situated cognition is that there is a self-organizing character to learning. If adequately supported by the design of the workspace and the structure of the training program, this self-organizing character of learning will limit the possibility of a breach between instruction and practice and will ensure development of robust skills. A further implication of the research reviewed here is that the role of aviation specialists in the design of systems and training programs has been too limited for it to be fully effective. I introduce the procedure of participatory design as an alternative approach that may ensure the effectiveness of flight training.

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