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Palgrave Macmillan

The Phenomenology of Learning and Becoming

Enthusiasm, Creativity, and Self-Development

  • Book
  • © 2017

Overview

Authors:
  1. Eugene Mario DeRobertis

    1. Brookdale College , Lincroft, USA

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  • Encompasses learning, learning-motivation, and the impetus to create in such a way as to make a fresh contribution to the literature on learning
  • Offers a holistic, relational discussion of pedagogy
  • Applies rigorous descriptive phenomenological research methods, such as those developed by Amedeo Giorgi

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Table of contents (9 chapters)

  1. Front Matter

    Pages i-xii
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  2. Introduction: Sociality, Learning, and the Creative Unfolding of Human Existence

    • Eugene Mario DeRobertis
    Pages 1-18

  3. Phenomenology of Learning

    • Eugene Mario DeRobertis
    Pages 19-40

  4. Existential Learning

    • Eugene Mario DeRobertis
    Pages 41-63

  5. Becoming Enthusiastic about Learning for the First Time as a Child in the Classroom

    • Eugene Mario DeRobertis
    Pages 65-80

  6. Becoming Enthusiastic about Learning for the First Time Transitioning to High School and College

    • Eugene Mario DeRobertis
    Pages 81-101

  7. The Emergence of Paradigmatic Creative Experience

    • Eugene Mario DeRobertis
    Pages 103-122

  8. Learning and Situated Becoming Oneself (Three Integrative Syntheses)

    • Eugene Mario DeRobertis
    Pages 123-153

  9. Neuroscientific Support

    • Eugene Mario DeRobertis
    Pages 155-176

  10. Teaching and Learning

    • Eugene Mario DeRobertis
    Pages 177-195

  11. Back Matter

    Pages 197-231
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Keywords

About this book

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. 

Authors and Affiliations

  • Brookdale College , Lincroft, USA

    Eugene Mario DeRobertis

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).​

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