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.
Identifer | oai:union.ndltd.org:BGMYU2/oai:scholarsarchive.byu.edu:etd-4708 |
Date | 13 June 2013 |
Creators | Spackman, Jonathan S. |
Publisher | BYU ScholarsArchive |
Source Sets | Brigham Young University |
Detected Language | English |
Type | text |
Format | application/pdf |
Source | Theses and Dissertations |
Rights | http://lib.byu.edu/about/copyright/ |
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