List of Articles عصب‌پدیدارشناسی

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  1 - Embodiment Learning: A Critique of Neurophilosophy Approach to Cognition and Learning
  bijan babaei بختيار شعباني وركي Tahereh Javidi Kalateh Jafarabadi Ali  Moghimi
  The main purpose of this paper is to explain Churchland's radical embodied approach to cognition and learning. This Research is conducted by using concept analysis and critical method. This paper illustrates that how the physicalists account of cognition and learning is More

  The main purpose of this paper is to explain Churchland's radical embodied approach to cognition and learning. This Research is conducted by using concept analysis and critical method. This paper illustrates that how the physicalists account of cognition and learning is problematic. As an alternative, the neurophenomenological approach of Varela and Mathurana is introduced. They reject physicalism on the bases of the enactive learning and introduce a situated embodied learning. Varela and Mathurana argue that the mind is not in the head and so learning should be considered as an embodied (more than brain), embedded (functioning in a related wider context), enactive (involving things organisms do) and extended (into the environment). Therefore organism and environment are intertwined in the circularity. Manuscript profile
• Open Access Article
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  2 - A Holographic Teaching-Learning Environment: Beyond Neuro-philosophy and Towards Neuro-phenomenology of Education
  hosein sharafi بختيار شعباني وركي    
  The main objective of this paper is to explain the difficulties and insufficiency of neuro-philosophy to delineate the framework of teaching-learning environments, and suggest an alternative to these difficulties. Therefore, firstly, the perspective of the neuro-philoso More

  The main objective of this paper is to explain the difficulties and insufficiency of neuro-philosophy to delineate the framework of teaching-learning environments, and suggest an alternative to these difficulties. Therefore, firstly, the perspective of the neuro-philosophy to teaching-learning environments have been examined and criticized. Then, we have proposed a holographic teaching-learning environment based on the Varela’s neuro-phenomenology of education and inspired by the integral theory. The most important features of this approach to learning environments are: holographic attitudes towards human complicated life, simultaneous attention to the object and the subject and all its explicit and implicit layers by integrating the first and the third person methodologies into the essential components of these environments, namely teaching, teacher-learner communication, evaluation, and curriculum as an integrated whole. Manuscript profile