Situated Cognition

Cognitive learning and knowledge are related to positional recognition "Learning and understanding is a global and essential position in the daily world of human activities" (Wilson, 1993, p. 71). Learning is done in the professor's environment. In other words, it is important to learn some background. Activities that learners work on during learning are also important (Griffin and Griffin, 1996, p. 293). If the goal of the learner is to solve the experience of daily life, they have to participate in such opportunities.

In the latter part of the 20th century, situation recognition became the theory, and the current research mainly concerned the transfer of context and formal knowledge. Bredo (1994) explains context recognition as "shifting focus from individuals in the environment to individuals and the environment." In other words, the recognition of individuals should be considered to be closely related to the context of social interaction and cultural construction. Learning from this point of view is known, indivisible, applicable and complete.

Cognition is closely related to empirical learning. However, social interaction and social relations are the main places of social cognitive learning requirements, and the two theories are summarized. The importance of social interaction in the story of Watanabe's (2000) "dialogue with the dead" suggests that the type of learning experienced by the hero is in the context of contextual recognition. Empirical learning, one of the most prominent theories of adult education, solves how adults create meanings and learn from experience (Zepke & Leach, 2002). There are five main ideas of empirical learning theory schools. The first is a constructivist model that learners participate in the process of reflection and deepen their understanding of new knowledge (Merriam et al., 2007). The situation model assumes that learning will be performed when learners participate in activities such as learning at the workplace (Merriam et al., 2007).

As with empirical learning, context awareness involves learners getting new insights from life experiences. An example of identity awareness, cognitive apprentices makes this obvious. In this process learning can never be separated from the context in which learning is presented (Merriam et al., 2007, p. 178). Learning is done in experience. Experience in this place is important to the learning process. "Learners discover that their physical and social experiences and circumstances and the tools they use in this experience are an integral part of the learning process" (Merriam et al., 2007, p. 178). Empirical learning also focuses on "finding tasks to learn it" (Hansman, 2001, p. 46).