When the process of increasing participation is not the pri-mary motivation for learning, it is often because ''didactic caretakers'' assume responsibility for motivating newcomers.
Self-motivation is key; else it becomes the "person-to-be-changed" and the new-comer has not self, no identity or chance to form it. (How do we evaluate the teacher/student relationship with this in mind?)
Acceptance by and interaction with acknowledged adept practitioners make learning legiti-mate and of value from the point of view of the apprentice.
Acceptance and interaction with all members of the CoP, not just the masters. (Ties back to section one when LW discussed importance of the learning that occurs between new-comers)
Close analysis of both instructional discourse and cases of apprenticeship raise a different point: Issues about language, like those about the role of masters, may well have more to do with legitimac y of participation and with access to peripheral-ity than they do with knowledge transmission
Anecdotal connection: I have, because of friends, started to regularly go to softball games over the last few years. I have, over that time, learned through observation and participation (correct and incorrect), what to yell out and when to yell. I have as LW write, "learn[ed] how to talk (and be silent) in the manner of full participants," (the full participant being a member of the crowd.
To begin with, newcomers' legitimate peripherality pro-vides them with more than an ''observational'' lookout post: It crucially involves participation as a way of learning -of both absorbing and being absorbed in -the ''culture of prac-tice.''
Speaking to the details of legitimate peripherality - the new comers still need to participate or they are not becoming members, but instead just observers
The notion of partial participation, in segments of work that increase in complexity and scope, a theme in all the analyses of apprenticeship discussed here, also describes the changing form of participation in A. A. for newcomers as they gradually become old-timers.
The move from partial to full participant is still a theme here.
As time goes on, the apprentice takes over more and more of the work load, starting with the routine and tedious parts, and ending with what is in Yucatan the culturally most significant, the birth of the placenta [Jordan 1989: 932-4].
Theme of all apprenticeship studies here from the LPP lens: Gradual acceptance and implantation of participants from peripheral to full participant over many changing roles and over years of inclusion and participation.
In contrast with learning as internalization, learning as increas-ing participation in communities of practice concerns the whole person acting in the world.
Clear distinction here of lpp theory of learning from other, more constructivist, views.