A Cultural-Historical Analysis of Marsick and Watkins' Informal and Incidental Learning Model

作     者：Barefield, Trisha Nicolaides, Aliki 

作者机构：Univ Georgia Learning Leadership & Org Dev Program Athens GA 30602 USA Univ Georgia Adult Learning & Leadership Program Learning Leadership & Org Dev Athens GA 30602 USA 

出 版 物：《ADULT EDUCATION QUARTERLY》 (成人教育季刊)

年 卷 期：2023年第73卷第2期

页      面：150-168页

核心收录：

学科分类：0401[教育学-教育学] 04[教育学] 

主　　题：informal learning incidental learning Vygotsky cultural-historical development theory Marsick and Watkins model 

摘      要：This paper uses Vygotsky s cultural-historical development theory to examine the theoretical lineages that influenced Marsick and Watkins (1990) model of informal and incidental learning. After discussing the context of each influence, the paper applies cultural-historical development theory to the many updates that Marsick, Watkins, and collaborators have contributed, moving the model into a theory. In 1990, Marsick and Watkins named the work of Dewey, Lindeman, Lewin, Knowles, Polanyi, and Argyris and Schon as primary influences for the formation of their informal and incidental learning model. By focusing on the context of each of the theorists who influenced the original Marsick and Watkins model and sketching the connections between the theorists ideas and experiences, this paper fulfills the twofold purpose of exploring the context of Marsick and Watkins model-turned-theory and providing a model for Vygotsky-informed literature reviews.