Situated

Many times quoted Alfred North Whitehead argued already in 1929:

Knowledge acquired in decontextualized contexts, for example, tends to be inert and of little practical utility (as cited in Jonassen & Land, 2012, p. 10).

Or William Outhwaite about Hans-Georg Gadamer’s Hermeneutics (PDF):

“Our understanding of a text arises out of our position in a historical tradition, and this is in fact our link with the historical effectivity of the text itself (Gadamer 1975a: xxi). Understanding is not a matter of forgetting our own horizon of meanings and putting ourselves within that of the alien texts or the alien society; it means merging or fusing our own horizons with theirs. (p.25)”

How about The Allegory of the Cave?

Might the following video be presenting similar ideas?

Check out also the whole post James Gee: What Do Video Games Have to Do with Project-Based Learning? As a gamer myself, I like the following part of the post, although I don’t fully agree it representing reality in all possibile contexts:

…no gamer ever reads the manual before playing the game; it’s boring and doesn’t make sense until you’ve played, then you might use it just as a reference. Sort of like reading a textbook; we have to put students “in the game” so they will comprehend and care about what they’re learning. The game = the project.

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