Abstract

Learning, as embodied familiarization, is described as an embodied, non-representational, and non-mechanistic experience. Within this theoretical framework, a qualitative study is presented that offers a deeper understanding of the learner's encounter with unfamiliarity -- a key lived experience of embodied familiarization. Assertions related to encounters with unfamiliarity are made through a multiple case study analysis and a deeper understanding of the assertions is offered by way of a narrative-oriented framework. From this perspective, agentive, concernful, dispositional and meaningful aspects of learning are discernible.

Degree

PhD

College and Department

David O. McKay School of Education; Instructional Psychology and Technology

Rights

http://lib.byu.edu/about/copyright/