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Dissertation/Thesis Abstract

A theoretical model of learning employing constructivism, neuroscience, and phenomenology: Constructivist neurophenomenology
by Davey, Jon Daniel, Ph.D., Southern Illinois University at Carbondale, 2011, 150; 3498133
Abstract (Summary)

The purpose of this research study was to propose a new learning theory for career and technical education with a foundation in philosophy and neuroscience. It purports to combine constructivism, phenomenology and neuroscience into a proposed learning theory entitled 'constructivist neurophenomenology embedded in embodied cognition, that is, the formative role that the environment plays in the development of cognitive processes. The theory represents a trinity of constructivism's genetic epistemology manifesting itself in (a) accommodation, (b) phenomenology' intentionality, that is there is always something there for consciousness, and (c) neuroscience cell assembly. These three actions of the brain construct consciousness, memory, and learning via metaphorical thinking.

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Indexing (document details)
Advisor: Putnam, A. R.
Commitee: Anderson, Marcia, Brazley, Michael, Flowers, Carl, Hagler, Barbara
School: Southern Illinois University at Carbondale
Department: Workforce Education and Development
School Location: United States -- Illinois
Source: DAI-A 73/06, Dissertation Abstracts International
Subjects: Education philosophy
Keywords: Cognitive processes, Constructivism, Learning theory
Publication Number: 3498133
ISBN: 978-1-267-20245-1
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