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Contribution to Book
The Phenomenological Heart of Teaching and Learning (2019)
  • Neil Greenberg
Chapter 2 only; INTRODUCTION in LIEU of ABSTRACT. We believe that all teaching can profit from a better understanding of the processes that enable learning, and this involves adopting a phenomenological attitude while remaining open to the biological factors that underlie teaching and learning. The biologist amongst our authors is confident the shared values of phenomenology and science is the opening through which fruitful collaboration will flow. This is, in part, because the meaning of his subject matter and what he learns about it is deeply enriched by first order insights, as is true of many scientists. Description, pursued as deeply as possible without bias, and particularly connections with more or less related topics, contributes significantly to this meaning. And as a teacher he is highly motivated to make comparable experiences available to students.
An examination of these processes is, however, a vast task, so in this chapter, we shall focus only on a few key examples of how biological considerations can speak to the phenomenologically inclined teacher. In particular, we focus on the ideas of the transformative learning experience and the teachable moment. Taken together, they also represent an eloquent expression of the reciprocity of internal and external phenomena, an idea valued in both phenomenology and ethology. 
  • ethology,
  • teaching,
  • transformative learning experience,
  • phenomenology,
  • Teachable Moment
Publication Date
KH Greenberg et al.
Routledge Research in Education
Citation Information
Katherine Greenberg, Brian Sohn, Neil Greenberg, Howard R Pollio, Sandra Thomas, John Smith (2019) Getting DEEP: The Integrative Biology of Teaching and Learning. Chapter 2 in The Phenomenological Heart of Teaching and Learning: Theory, Research, and Practice in Higher Education. New York, Routledge. Pp 27-49.