Neuro-linguistic programming as an innovation in education and teaching
Tosey, P and Mathison, J (2010) Neuro-linguistic programming as an innovation in education and teaching INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL, 47 (3). pp. 317-326.
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Neuro‐linguistic programming (NLP) – an emergent, contested approach to communication and personal development created in the 1970s – has become increasingly familiar in education and teaching. There is little academic work on NLP to date. This article offers an informed introduction to, and appraisal of, the field for educators. We review the origins of NLP, and summarise its nature as a method of, and conceptual framework for, education and teaching, with brief examples of applications. We argue that NLP offers an innovative praxis, underpinned in principle by Bateson's epistemological thinking, which informs a distinctive methodology known as ‘modelling’. The credibility of the field relies, in our view, on its ability to address seven critical issues. These form a possible research agenda and a focus for dialogue between NLP practitioner and academic communities.
|Divisions :||Faculty of Arts and Social Sciences > Surrey Business School|
|Date :||1 January 2010|
|Identification Number :||https://doi.org/10.1080/14703297.2010.498183|
|Uncontrolled Keywords :||Social Sciences, Education & Educational Research, learning, epistemology, modelling, language, EYE-MOVEMENT HYPOTHESIS|
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|Additional Information :||This is an electronic version of an article published in INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL, 47(3), 317-326 (2010). INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL is available online at: http://www.tandfonline.com/doi/abs/10.1080/08927011003646809.|
|Depositing User :||Symplectic Elements|
|Date Deposited :||20 Aug 2012 11:32|
|Last Modified :||23 Sep 2013 18:47|
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