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In this text, the history of phenomenological research on learning is synthesized and brought forward into the areas of existential learning, the development of enthusiasm about learning (from childhood through adulthood), and paradigmatic creative experience. Original research findings are derived using the Giorgi method of descriptive phenomenological analysis in psychology. The results, structural and eidetic in nature, are then integrated from a holistic developmental viewpoint: that of Existential-Humanistic Self-Development Theory (EHSDT). An evolving developmental partnership between learning and creativity emerges as the proper conceptual frame for considering optimal growth and the relative maturity of situated becoming oneself (i.e., the process of self-cultivation). The resulting perspective is supported by cutting edge trends in neuroscience and related to pedagogy and education.
List of contents
1. Introduction: Sociality, Learning, and the Creative Unfolding of Human Existence.- 2. Phenomenology of Learning.- 3. Existential Learning.- 4. Becoming Enthusiastic About Learning for the First Time as a Child in the Classroom.- 5. Becoming Enthusiastic About Learning for the First Time Transitioning to High School and College.- 6. The Emergence of Paradigmatic Creative Experience.- 7. Learning and Situated Becoming Oneself (Three Integrative Syntheses).- 8. Neuroscientific Support.- 9. Teaching and Learning.
About the author
Eugene M. DeRobertis is Professor of Psychology at Brookdale College, USA. He is also Lecturer at Rutgers University - Newark, USA. His academic concentrations lie in phenomenological psychology and Existential-Humanistic Self-Development Theory (EHSDT).
Summary
In this text, the history of phenomenological research on learning is synthesized and brought forward into the areas of existential learning, the development of enthusiasm about learning (from childhood through adulthood), and paradigmatic creative experience. Original research findings are derived using the Giorgi method of descriptive phenomenological analysis in psychology. The results, structural and eidetic in nature, are then integrated from a holistic developmental viewpoint: that of Existential-Humanistic Self-Development Theory (EHSDT). An evolving developmental partnership between learning and creativity emerges as the proper conceptual frame for considering optimal growth and the relative maturity of situated becoming oneself (i.e., the process of self-cultivation). The resulting perspective is supported by cutting edge trends in neuroscience and related to pedagogy and education.
