Learning by assuming responsibility

During the 1990es Lave and Wenger introduced a new concept of learning, which they called "legitimate peripheral participation". With this new concept of situated learning they describe how professional learning mainly functions for the learner by assuming a legitimate task within the community of practice; the learner is then gradually transferred from the periphery into the center of responsibilities. Typical characteristics of this learning concept are, for instance, active student participation (as opposed to passive observation), the authenticity of tasks (as opposed to artificial tasks) and the realistic social context (as opposed to, for instance, a lecture or simulated learning situations).

The CEWIM is part of the ICURAM in which didactic basic structures are realized from the perspective of anthroposophy, a spiritual philosophy based on the teachings of Rudolf Steiner.

The training to become a doctor is directed towards the development of the learning individual (student-centered learning). Specifically, this means that students are exposed to practical experience and medical problems in patient care. This is also the reason why questions arise and, in the search for problem solutions, students develop medical competence. Supervision, guidance and assessment by teachers all help to support students to assess their own needs and make progress in learning. Without practical input and related tasks, students lack the immediate relation and motivation for learning and, without motivation, learning is often only possible through examinations and external pressure.