1. Senge introduced the term "practice field" as a metaphor in relation to the practice field of sports.

2. We caution the reader to not interpret our labels "psychological" and "anthropological" as referring to disciplines or, more specifically, to individuals within disciplines; rather, we chose these labels to denote foci or the unit of analysis typically associated with the work of practitioners of these disciplines.

3. Although we will describe these contrasting alternatives as opposing views and have associated one approach more with the psychological lens and the other with the anthropological lens, it is important to note that much discussion in practice cuts across these two perspectives. For example, many psychologists rely heavily on the anthropological findings in explaining their views of situativity theory, and view whole persons (including cognitions and identities) as being created when learning. In fact, we find few explanations of situativity theory that do not reference the work of Lave, whether these explanations are being forwarded by psychologists or anthropologists. However, many discussions of situated cognition within educational circles are still focused on contextual influences with respect to cognition and not with respect to identity creation, or the reciprocal influence of negotiated meanings, identities, and the communities in which it is all nested. Therefore, we do find the distinctions outlined in Table 1 to be useful in capturing some of the different interpretations of situativity theory (see Kirshner & Whitson, 1997), and in drawing out the implications for designing learning environments. We urge the reader to view these labels as denoting foci or the unit of analysis typically associated with these disciplines, and not the work of individual practitioners within these disciplines.

4. Two fictitious problems established in Jasper episodes (see CTGV, 1990, 1993).

5. But of course, decontextualizing the problem from the full community context is the overriding characteristic distinguishing a practice field from doing the job.

6. Let us emphasize that "experientially based" does not mean that all learning comes from experts telling their stories. Those experts can in fact be noting what references and resources they found most useful for their own learning. It is also not that the experts have the "correct answers," but rather they have had related experiences and this is what they did (and it failed or succeeded to some degree). The main issue is that the learning is embedded not just in a task but in the history of the community.

7. Of course there is a reciprocal relation, in that through participation there is continued productions and reproduction of the community. However, the present focus is on learning--the development of self--through participation in the practices of the community.