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Neurophenomenological Praxis: Its Applications to Learning and Pedagogy

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Abstract

This chapter summarily reviews learning theories as well as the methodologies that have shaped neurophenomenology in order to demonstrate its applicability to understanding adult transformative learning as embodied, enactive, and situated. Examples of pedagogical praxes are presented, which will elucidate the use of, and advocacy for, a neurophenomenological portfolio assessment. Proposed is a portfolio assessment, which includes phenomenological observations, teacher auto-ethnographies, and first-person (student) narratives of experiential learning that can be front-loaded into third-person, neuro-experimental research. Ultimately, this work provides liberation of these aforementioned ways of learning from educational subjugation when formal education and brain-based education remain steeped in Cartesianism and cognitivism.

Between the exploration and what it will teach me, between my movements and what I will touch, there must exist some relationship….(Merleau-Ponty, 1968, p.133)

Teaching must be able to get caught up in the play of learning. (Davis, Sumara, & Luce-Kapler, 2005, p. 148)

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  1. Department of Humanities and Human Sciences, Point Park University, 201 Wood Street, Pittsburgh, PA, 15222, USA

    Robert Garfield McInerney Ph.D.

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  1. Robert Garfield McInerney Ph.D.
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  1. Department of Psychology, National University, La Jolla, CA, USA

    Susan Gordon

  2. Southbury Clinic for Traditional Medicines, Southbury, CT, USA

    Susan Gordon

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McInerney, R.G. (2013). Neurophenomenological Praxis: Its Applications to Learning and Pedagogy. In: Gordon, S. (eds) Neurophenomenology and Its Applications to Psychology. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-7239-1_2

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