Sublime

collective, a community of similarly minded people who helped Sam learn and meet the very particular set of needs that he had.

Through the research undertaken by Jean Lave and Etienne Wenger,10 we now have a much better understanding of not just the social elements of learning but also the way in which learning is situated in a particular context. How we learn on a sports field, in a science lab or in a drama studio is heavily influenced by the social situation and by the

Can we become better than our competition at accumulating, disseminating, and building on our firmwide expertise and experience, so that each professional becomes more valuable in the marketplace by being empowered with a greater breadth and depth of experience?

When we talk about learning—as opposed to education—we’re really talking about replacing the traditional, one-way, top-down model of knowledge transmission with an active, connected system that teaches people how to learn. Education is what other people do to you. Learning is what you do to yourself.

For our purposes, collectives are not solely defined by shared intention, action, or purpose (though those elements may exist and often do). Rather, they are defined by an active engagement with the process of learning.

three different, yet overlapping, frames for redesigning it. They are homo sapiens, homo faber, and homo ludens—or humans who know, humans who make (things), and humans who play.

Adam recalls something he learned in graduate school: memory is always a collaboration in progress.