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INDEX

AAbsorbed performance, 35Abstraction, 31, 35, 136, 137, 178Academic tenacity, 9, 78, 79, 179Acculturation, 7Adaptation/adaptational aims, 11, 24,

37, 48, 51, 145Adler, Alfred, 6, 58, 103, 117, 126,

146, 147, 191Adolescent egocentrism, 6Adversity, 56, 61, 114, 115Affect

-laden affinity, 83, 85, 99neuroscience, 9, 16transformation, 152

Affective neuroscience, 16, 168Affirming responses, 70, 75, 99Agency/agentic, 4, 24, 48, 53, 54, 58,

60, 126, 131, 151, 157, 159,165, 166, 190, 192

Alienation, 133, 146, 185Allon, 143, 144, 146, 153, 174, 175,

184, 185Allport, Gordon, 136, 139, 140, 141America, 177, 188Anxiety

disintegrative, 56feelings of, 4

frustration and, 3low-grade of, 127

Approach orientation, 59,60, 141

Appropriation (ownership) of thenew, 125, 140

Arendt, Hannah, 4Aristotle, 24, 189, 190Asia, 187At-homeness, 153Atomism, 131Attachment

emotional, 92mother-infant, 168social, 169

Attention/attentivenessand concentration, 73and involvement, 84, 87issues, 16practice of teaching, 180

Attestation, 185Attitudinal component of learning, 26Attrition, 82Authentic learning, 36–37, 39,

77, 121Autonoetic consciousness, 173Autonomous creativity, 117Awe, 195

© The Author(s) 2017E.M. DeRobertis, The Phenomenology of Learning and Becoming,DOI 10.1057/978-1-349-95204-5

219

BBandura, Albert, 41, 44, 58, 156Basic confidence, 56, 58Becoming, 1, 2, 6, 10, 11, 13–16, 20,

24, 25, 27, 37–40, 42, 44–45, 48,52, 54, 57, 59–61, 65–80, 81–85,87, 89–91, 93, 95–97, 101,105–109, 113–115, 118–119,121–122, 123–153, 156, 164,168–173, 178, 182, 184,187–189, 191–192

Behaviorism, 20, 156Believing recognition, 183Belonging

interpersonal, 61sense of, 43, 78, 98, 126, 127, 140

Biological factors in learning, 7Bipolar existential realities, 151Bodily resonation, 125, 139Body

human, 25, 26, 107, 111language, 125of literature, 28meanings, 26, 30, 38, 139, 157network of, 9

Body-meanings, 22, 26, 30, 38,139, 157

Bondingempathic, 79function of, 55

Bowlby, John, 4Bracketing, 44, 45Brain

activity, 158based education, 181, 194conceptualization of, 170creation steps, 160function of, 161, 169, 172network of, 9

Bruner, Jerome, 188, 192Buber, Martin, 134Bühler, C. M., 77, 97, 138, 151

CCacioppo, John, 168, 171Calculative thought, 34Care/caring

dedicated, 105genuine, 7mutual, 70, 75parental, 8reliable, 56

Cartesian/cartesianism, 69, 72,131, 136

Causality, 159, 162, 163Challenge

cultural, 151developmental, 14environmental, 82and involvement, 104, 117students life, 128, 182

Changehuman, 107interruptive, 53natural, 107personal, 38, 42in psychotherapy, 42

Changing needs, 79, 80, 104Chiao, Joan, 171, 172China, 149, 186Choice, 47, 57, 97, 108, 162,

164–166, 190Classroom climate, 193, 194Co-constitution, 25, 27, 120Co-emotionality, 69, 72Co-regulation in learning, 118,

168, 192Cognition, 7, 9, 32, 125, 163, 166,

173, 183Cognitive/cognitivist

computational, 156social, 16, 170traditional, 31, 32

Colazzi, Paul, 13Collaboration, 6, 61, 132, 194

220 INDEX

Collaborative creativity, 117Collectivism/collectivist culture, 133,

149, 172College, 14, 45, 49, 67, 78, 80,

81–101, 179, 182, 188Communal experience, 90Communication, 60, 67, 84, 88, 127,

159, 169, 172, 194Communities of practice, 193Community, 38, 58, 70, 72, 74, 75,

78, 90, 129, 180, 191, 193, 194Community emphasis, 90Community feeling, 58, 191Competence, 9, 33, 43, 48, 51, 54,

59, 61, 126, 128, 140, 141Completion

incomplete, 148, 185temporary, 59, 127

Computational thinking/computationalism, 35, 36

Confidencelearning, 43, 45, 46, 47, 48, 54, 59,

62, 77, 138personal, 70, 75self-, 8, 13, 40, 41, 44, 53, 63, 141

Configurationexperiential, 26structural, 124

Connectedness, 43, 132, 151Conscientiousness, 78Consciousness

activity of, 45child’s, 55leaners, 77pre-adult, 5self-, 110

Consent, 57, 68, 138Consumerism, 6Contemporary teacher, 191Context (in learning), 7, 53, 61, 84,

88, 91, 99, 151Cooperation, 6, 58, 77, 173, 191

Corporeal orientation, 26Counseling, 13, 41, 62Creative design, 97Creative élan, 129, 130, 133, 144,

153, 175Creative expansion, 77, 100, 129Creative experience, 101, 103–122,

130, 131, 132, 133, 143, 144Creative fidelity, 195Creative learning, 101, 173Creative power, 2, 11, 12, 15, 23,

58, 146Creativity

childhood, 103, 121collaborative, 117learning and, 120, 132, 143–146,

148, 152, 153, 173, 192monologal, 116paradigmatic, 106–113, 114, 120,

121, 122, 130, 132, 185Critical pedagogy, 191Critical thinking, 182, 187, 194Cross-cultural perspective, 16, 123,

148–150Csikszentmihalyi, Mihaly, 15,

104, 191Cultural neuroscience, 16, 171, 172Culture

concerning, 146–153foreign, 149formation, 16human, 7, 180rejection of, 133Western, 174

Curiosity, 8, 111, 195

DDamasio, Antonio, 9, 167, 170Dedicated mother, 4, 56Dedication, 84, 87, 100, 128, 145,

182, 185

INDEX 221

Dependency, 4, 60Dependent state, 3DeRobertis, Eugene, 1, 4, 6–9, 12, 15,

16, 19, 55, 62, 79, 123, 129,136–138, 140–142, 145, 147,151, 166, 172, 173

Descriptionadult, 15participant, 47structural, 14, 21, 45, 47, 68, 69,

82, 83, 90, 98, 106Descriptive phenomenological

method, 1, 17Despair, 56, 59, 131Determinism, 23, 159Developmental perspective, 8, 15, 123Devotion, 56, 108Dewey, John, 2, 178Dialogal alignment, 59, 60, 126, 128,

140, 141, 152, 168, 185, 187Dialogal creativity, 116Dialogal perspective, 4–7, 39, 59, 60,

101, 116, 119, 121, 126, 128,140–142, 148, 152, 168, 185,187, 191, 195

Dialogue, 26, 90, 100, 101, 125, 129,132, 139, 146, 148, 152, 157,183, 184, 185, 194

Differentiated form, 31, 58Differentiation, 5, 119, 137–139,

142–143, 146, 150, 152, 174Disclosure, 24, 25, 61, 123, 125, 128,

138, 144, 150, 168Disconnect, 35, 57, 60, 76, 146Discovery

creation vs., 149creative, 58, 129personal, 27self-, 107, 110, 119, 120, 122, 130,

143–144, 194Disintegration, 124, 151, 152Distanciation, 57, 138

Divergent thought, 11, 120, 121, 143,149, 150, 152, 179

Dopaminergic activity, 184Dreyfus, Hubert, 13, 19, 20, 32, 33,

34, 35, 36, 120, 156Dreyfus, Stuart, 13, 19, 20, 32, 33, 34,

35, 36, 120, 156Dualism, 23, 171Dynamic systems neuroscience, 16, 159

EEbbinghaus, Hermann, 28Edleman, Gerald, 159Education

formal, 14, 17, 90, 91, 128,186, 194

higher, 14, 38, 100, 179, 180,181, 192

holistic, 2positive, 189progressive, 2traditional, 194Western, 188

Educatorseasoned, 181social role, 182student vs., 14, 66–70, 77–79, 82,

84, 85, 89, 91, 93, 96, 99Efficacy, 41, 58, 70, 75, 140Ego, 3, 37, 69, 72, 93, 100, 107, 110,

111, 128, 130, 142, 150, 151Egocentric/egoic, 5, 145, 189Eidetic, 19, 42, 46, 119, 177Eliot, T. S., 134Embellishment, 90, 129, 143, 175Embodied/embodiment, 8, 25, 26,

31, 32, 34, 35, 37, 69, 72, 125,127, 139, 140, 158, 166, 167,168, 170, 195

Empathic contact, 42Empathy, 43, 167, 170, 174

222 INDEX

Empiricism, 136, 178Empowering/empowerment, 44, 56,

60, 70, 75, 126, 176, 183Enaction/enactive perspective, 160Enactive neuroscience, 16Encouragement, 41, 58, 61, 104,

118, 193Enculturation, 7, 133, 134, 182Endogenic, 171Energy

mental, 34positive, 189productive, 107, 112

Engagement/engagingcognitive, 100marked, 70, 74student, 16, 100, 179, 180

Enjoyable/enjoyment, 70, 73, 77, 85,89, 95, 99, 100, 128, 184

Enriching/enrichment, 128, 142, 150Enthusiasm, 12, 14, 62, 66, 67,

69, 72, 77, 79, 91, 92, 94,127, 184

Epigenetic, 161, 171Epistemology, 2, 156Epoché, 45, 68Equalized centering, 145Erikson, Erkison, 4, 117Ethics/ethical development, 7,

137, 178Ethnocentrism, 4, 18Eustress, 117Evolution, 3, 7, 10, 12, 60, 95, 130,

133, 142, 147, 155, 184, 189Evolutionary psychology, 10Excitement, 9, 14, 69, 72, 90, 92, 93,

108, 129Executive functioning, 165, 166Existence

animal, 11communal, 147human, 1–18, 135, 184

Existential-humanistic self-development theory, 15

Existential learning theory, 156Existential neuroscience, 16Experiaction, 130, 131, 137,

138, 147, 155, 173,177, 185, 192

Experience/experientialchild, 70, 74, 75, 107, 111creative, 101, 103–122, 130–133,

143–144educational, 103learner, 34, 84, 86lived, 21, 66, 68, 141, 192multicultural, 149participants, 44, 45, 46, 79,

115, 116personal, 45, 86, 105, 120, 169

Explication, 21, 31, 40, 47, 48, 53,67, 68, 70, 82, 85, 91,106, 108

Expressive dialogue, 125, 139

FFad (educational), 181, 189Faith, 60, 90, 91, 94, 126, 129, 140,

183, 184, 190Fantasy, 8, 121, 144, 185Feedback

affirming, 128, 142positive, 48, 50, 51, 54, 59, 70, 75teacher, 70, 75

Feeling, 26, 58, 60, 61, 62, 93, 99,108, 109, 111, 113, 125, 131,134, 140, 167, 168,182, 191

Felt/lived experience, 21, 66, 68,141, 192

Fidelity, 9, 175, 195

INDEX 223

Field (interpersonal learning), 4, 5, 8,15, 23–26, 29, 31, 35, 39, 48–49,53–54, 56, 60–61, 65–66, 76,91–92, 101, 104–105, 113,115–134, 139–145, 150, 152,155, 157, 161, 168, 170–174,182–185, 191–192, 195

Finitude, 59, 76Flexibility, 138, 152, 174Flow, 32, 34, 43, 44, 97, 107, 109,

111, 113, 116, 120, 125, 131,152, 156, 164, 190, 191

Four Cs, 194Frankl, Viktor, 35, 62, 171, 191Freedom

personal, 149psychological, 103, 104, 117relative, 120, 148, 151

Freeman, Walter, 158, 159, 160,161, 164

Freud, Sigmund, 3, 5Fromm, Erich, 6, 7, 10, 11, 151Frustration, 3, 56, 114, 115Fulfillment, 8, 58, 91, 95, 97, 101,

121, 122, 129–132, 136,142–143, 155, 182

Fuller, Andrew, 13, 19, 22–26,45, 143

Functional interdependencies, 24, 39,90, 120, 129, 143, 145, 161,175, 192

GGemeinschaftsgefühl, 6General structural description, 14, 21,

46, 47, 68, 69, 82, 83, 90,98, 106

Genes/genetic, 8, 10, 147, 159,172, 178

Genuineness, 43, 156

Gestalt, 8, 19, 20, 24, 35, 124,155, 157

Gestation, 3, 7Giorgi, Amedeo, 1, 10, 13–17, 19, 20,

22–31, 38, 41, 42, 44–47, 62, 65,68, 98, 119

Gnostic, 174Goldstein, Kurt, 145Grit, 78Growth

cell, 159future, 108, 112, 121, 156human, 9neural, 169personal, 150

Guidance, 25, 48, 50, 53, 58, 60, 146,151, 172, 183, 194

Guidelines, 33

HHalf-life, 68, 179Handling, 4, 55Hardiness, 78Harter, Susan, 135Health/healthy development, 4, 9,

13, 58, 151, 169, 172, 192Heidegger, Martin, 8, 19, 25, 35,

36, 133Hemispheric specialization, 172,

173, 175High-impact practices, 180High school, 14, 81–101, 119, 180High-stakes testing, 186, 187Holding, 4, 55Holism, 46, 159Holistic education, 2Homeostatic aims, 145Homogenized/homogenizing, 125,

186, 191Homunculus, 136, 163

224 INDEX

Hope, 9, 42, 43, 48, 50, 51, 53, 56,58, 60, 92, 98, 113, 126,184, 194

Horney, Karen, 8, 56, 141Human relatedness, 4Humanistic skills revolution, 194Human science, 1, 136, 178, 179Hume, David, 135, 137, 183Humility, 37, 134, 146,

148, 153Husserl, Edmund, 2, 15,

124, 183

IIdentity, 107, 110, 141, 142, 193Idiographic level of analysis, 46Imagination

creative, 96, 97, 101, 120, 129,130, 133, 146, 147, 148, 159,172, 173, 176, 185, 186

learners, 23, 96, 157, 184mobilized, 65, 128, 142

Imaginative free variation, 46Imaginative projection, 48, 53, 54, 58,

76, 126Imaginative variation, 19, 46Immersed involvement, 14, 99, 100,

101, 128, 139, 142, 184,188, 191

Incipient form, 31India, 149Individualism/individualist

perspective, 5, 117, 133, 136,140, 148, 172

Infants/infancy, 3, 4, 5, 54–56, 58,105, 129, 138, 168, 169

Information processing, 31, 32, 33,133, 164, 165, 173

Insight, 6, 12, 13, 20, 24, 27–30, 41,59, 67, 120, 122, 144, 149, 150,156, 157, 170, 187, 189

Inspiration, 58, 61, 62, 66, 111,113–114

Intellect/intellection, 9, 31, 36, 149Intellectualism/intellectualist, 36,

136, 155, 194Intention, 74Intentional arc, 35Intentionality, 6, 35, 56–58,

131, 164Interdependency, 4, 12Inter-hemispheric cooperation, 173Inter-learning, 37–38, 39, 77Interpersonal, 4, 8, 13, 14, 16, 39,

48, 52, 55, 60, 61, 70, 75, 77,84, 85, 101, 113, 115, 117,125–128, 132, 137, 139–140,147, 148, 151, 152,168–170, 180, 191–192,193, 194

Interpersonal neurobiology, 16,168, 169

Intersubjective, 4, 5, 9Intuitive, 13, 20, 26, 32, 34, 140,

168, 191Invariant meanings, 46Investment, 61, 84, 87, 88, 91,

96–100, 126–128, 142,183–184

Involvementcreative, 90immersed, 14, 99, 100, 101,

128, 139, 142, 184,188, 191

mutual, 69, 72, 78, 84, 88proactive, 58

JJames, William, 10, 11, 178Japan, 186

INDEX 225

KKierkegaard, Soren, 133, 146Knowledge

abstract, 35pre-symbolic, 26self-, 169, 172, 189unconventional, 149

Knowles, Richard, 4, 9, 56, 59, 62, 66Koffka, Kurt, 7, 27, 35Kohut, Heinz, 8, 56, 135Küpers, Wendelin, 13, 19, 25, 37–38

LLangeveld, Martinus Jan, 103,

117, 177Learning

authentic, 36–37, 77, 121dialogal, 7enthusiastic about, 14, 65–80,

81–101, 119, 121, 122existential, 13, 38–40, 41–63, 76,

99, 118, 122, 141–142,151, 156

future, 41, 85, 89, 90, 99, 121, 184holistic view of, 12human, 1, 8, 9, 11, 13, 20, 21, 25,

123–125, 177lifelong, 2, 10, 14, 121, 127,

129–130, 142, 144, 188, 191nature of, 13, 16, 40phenomenology of, 19–40, 140,

155, 156and quasi-learning, 27–28social, 6, 156structural meanings of

human, 21–27traditional, 28typological variants of, 28–38

Learning by the detection andovercoming of inadequateassumptions, 29–30, 39

Left hemisphere, 172, 174–176Lewin, Kurt, 144Libet, Benjamin, 165Lifelong learning, 2, 10, 121, 127,

129, 142, 188Lifespan, 4, 7, 12, 13, 15, 36, 54, 78,

83, 105, 126, 129, 138, 141,159, 170, 195

Lifeworld (lebenswelt), 2Listening, 51, 96, 99,

109, 128,140, 182

Locke, John, 147, 178, 189Logical thought, 183Love, 6, 9, 69, 71, 74, 79, 87, 89,

110, 134, 189

MMaking sense/sense making, 26,

140, 192Markus, Hazel, 135Mastery, 26, 30, 41, 43, 90, 97, 120,

121Maxim, 34May, Rollo, 6, 8, 11, 21, 140,

152, 172McGilchrist, Ian, 173, 174, 175Meaningful learning, 193Meaning-idea, 26, 29, 30, 31, 38,

125, 139, 157Meaning-making

dynamic, 160transformative, 43

Memorable experience, 37Memory

associative, 120autobiographical, 173child, 17natural, 28

Merleau-Ponty, Maurice, 5, 10, 19,20, 35, 56, 156, 184

226 INDEX

Metacognition, 166Mind-brain-education, 192Minkowski, Eugène, 58, 62Mirror neurons, 170Modeling/models of behavior, 25,

79, 156Monologal creativity, 116Montagu, Ashley, 7Montessori, Maria, 185Mood, 26, 69, 71, 90Moral development, 4Motivated learning, 14, 91, 95,

101, 128Motivation

diverse, 145, 148extrinsic, 101intrinsic, 66, 194learners, 156student, 14

Motor intentionality, 35, 56Multicultural experiences, 149Murray, Edward, 7, 10, 15, 23,

136, 137Mysterious, 107, 108, 170Myth, 6, 43, 49, 136

NNarrative, 15, 21, 43, 46, 123, 141,

142, 155, 166–167, 172–173,179, 192, 193

Natural scientific, 16, 17, 20, 68,179, 189

Naturalism, 178Nature and nurture, 7, 8, 127, 145,

161, 188Neuroanthropology, 16, 171Neurophenomenology, 16, 164Neuropil, 161Neuropsychoanalysis, 16, 168, 169Neuroscience

cognitive, 164, 168, 170

contemporary, 4, 9, 16, 156, 158cultural, 16, 171, 172

Newness, 28, 30, 48, 52, 55, 56, 59,62, 65, 119, 123–124, 126, 132,138, 141, 150, 168, 193

Nomothetic level of analysis, 46Non-cognitive, 9, 82Nonsense, 22, 28, 39Noögenic, 171Novel/novelty, 7, 13, 24, 28, 30, 37,

39, 47, 48, 53, 65, 106, 108,113, 118–121, 125, 127,145, 151

OObstetrical dilemma, 3Omnipotence, 105Ongoing learning, 7, 13, 14, 41, 62,

77, 82, 126, 170Ontological/ontology, 2, 100,

140, 183Optimal development, 9Optimal frustration, 56Orbitofrontal cortex, 164, 167Ordered world, 79Originally unfolding meanings, 21–23,

39, 119Ownership, 133, 140, 157, 164,

166, 187

PParadoxical dimensions of

learning, 36, 77, 192Paradox principle, 146Parietal cortex, 166, 167Partial learning, 31Passion, 72, 79, 91, 92,

93, 108Passive synthesis, 124Pathic, 174, 180

INDEX 227

Pedagogical relationship, 14, 68, 69,71, 79, 84, 183, 189

Pedagogical third space, 193Pedagogy, 16, 177–179, 191Perception/perceptual

experience, 131, 164Persistence, 78Person

creative, 117, 119, 131developing, 3, 6, 9, 12, 15, 133,

138, 141, 145, 148, 173individual, 171

Personal development, 2, 32, 84,86, 99

Personal interest, 91, 94Personality, 15, 35, 50, 122, 135,

137, 145Personality integration, 15, 135Personalized, 31, 84, 85, 87Personhood, 2, 24, 79Perturbations in learning, 185Phases in skill acquisition, 30–35Phenomenology of practice, 180, 181Physiognomic/physiognomies, 26,

130, 143, 186, 192Piaget/piagetian, 5–6, 169Positive feedback, 48, 50, 51, 54, 59,

70, 75Positive psychology, 9, 15, 136,

188–190Positivism/positivist perspective, 1,

101, 136, 178Possessive-relationship, 140Possibilities, 10, 25, 30, 43, 57–59,

83, 85, 106, 108, 115, 120, 127,130, 131, 143, 145, 152, 158

Prediction, 21, 186, 192Prefrontal cortex, 165–167Pre-reflective experience/pre-reflexive

ground of learning, 8, 25Production, 103, 116, 119, 121, 129Professionalism, 183

Progression, 32, 34,126, 195

Progressive education, 2Projection, 6, 42, 48, 53, 54, 58, 61,

65, 76, 122, 126Propriate/proprium, 140Prudent judgment, 32Psychoanalysts, 3, 6Psychogenic, 171Psychologism, 147Psychopathology, 3, 171Psychosexual development, 3Psychotherapeutic, 13, 53, 54, 62Punctual self, 147

QQuasi-learning, 27–28Questioning, 8, 48, 53–54, 76,

92, 94, 99, 126, 195

RRationalism, 185, 186Rational thought, 15, 37, 185–186,

189–191Readiness potential, 165Ready-to-hand, 35Re-attunement, 26, 70, 75, 139, 152Receptive mirroring, 79Reciprocity, 91, 93Reconfiguration

integrative, 143structural, 23, 25, 125

Reductionism, 8, 158, 159, 171Relationships

developmental, 143human, 2, 4learning, 66, 70, 75, 99, 101, 142,

168, 177, 182possessive, 140structural, 24

228 INDEX

student-educator, 14, 66–70,77–78, 82, 84, 85, 89, 96, 99

supportive, 42Reliable care, 4, 56Renewal (personal), 62, 119, 185Reorganization, 23–25, 39, 60, 124,

137–138, 140, 143, 145, 150,152, 155, 157, 161, 174, 183

Representationalism, 35, 36, 156Resilience, 78, 172, 192Respect, 1, 2, 3, 8, 11, 21, 26, 33, 42,

47, 52, 70, 71, 75, 83, 91, 93–94,116–117, 120, 124, 138–139,141, 147, 169, 175, 188, 190,192–194

Retention, 81, 180Ricoeur, Paul, 57, 137, 141Right hemisphere, 166, 167, 169,

173–175Risk, 37, 104, 118, 126, 141, 188Rogers, Carl, 8, 15, 103, 104, 117,

118, 141, 156, 185, 193Rogers, Natalie, 117Rules, 32, 33, 34, 36,

130, 158

SSafety, 42, 57, 69, 71, 103, 104,

107, 109, 114, 117–118,130, 150, 156

Schachtel, Ernest, 8, 55, 103, 117Schneider, Kirk, 137, 146, 147Schore, Allan, 135, 167, 169Self/selfhood, 2, 4, 11, 15, 79, 107,

110, 123–124, 135–138, 142,147–150, 155, 167, 169

Self-acceptance, 141Self-belief, 127Self-confidence, 8, 13, 40, 41, 44, 53,

63, 141Self-consciousness, 110

Self-cultivation, 134, 146–148,150–153, 173, 185, 188,189, 191

Self-development, 2, 12, 15, 16, 79,122, 132, 135, 137, 138, 140,141, 143, 146, 150, 155, 167

Self-discovery, 107, 110, 119, 120,122, 130, 143, 144

Self-doubt, 48, 53, 54, 63, 77, 126,127, 152

Self-enriching aims, 77, 132, 145Self-esteem, 81, 141Self-expression, 15, 70, 74, 79, 90, 99,

103, 107, 110, 119, 120, 122,127–133, 140, 142–143,184–186, 190

Self-motivated/self-motivation, 75,77, 78, 91, 95, 101, 122, 128

Self-reliance, 4Self-respect, 8, 141Self-system, 133, 138, 140–143, 145,

149–152, 185Self-transcendent/self-

transcendence, 77, 129,131–132, 142, 144, 145, 148,173, 183

Self-trust, 127, 140Self-worth, 8Seligman, Martin, 171, 172,

188, 189Sensorimotor, 22, 32, 140, 164Separation-in-connection, 138, 175Serial learning, 19, 22, 23, 28Siegel, Daniel, 135, 158, 167, 169,

172, 174, 192Situated learning, 193Situatedness, 10, 38, 157Skill acquisition, 13, 30–36, 39,

44–48, 53–54, 62, 120Skinner, B. F., 135, 136, 156Social acceptance, 48, 50, 54, 59, 81Social-cognitive neuroscience, 16

INDEX 229

Social learning theory, 6, 156Social nature of human existence/

sociality, 1–18, 132Sociogenic, 171Somatosensory system, 174Spielraum, 103Spitz, René, 4Spontineity/spontaneous

involvement, 140Stages of Skill Acquisition

(Training), 13, 30–36, 39,44–48, 53–54, 62, 120

Standards movement, 186, 188Steady state, 145Strasser, Stephen, 4, 25, 137, 140,

152, 183Straus, Erwin, 8, 57, 130, 138, 140,

143, 156–158, 173–175Striving (and counterstriving), 9, 56,

57, 126, 129, 146, 155, 186Student

college, 97formal, 66–70, 77–78, 82, 89,

96, 99helping, 194school, 87

Student-educator relationship, 14,66–70, 77–78, 82, 84–85, 89,96, 99

Subjectivistic perspective, 133,186, 191

Subjectivity, 4, 5, 26, 124, 135, 166,189, 191

Successacademic, 82, 84, 86child, 107, 110educational, 81student, 82, 182

Sugarman, Jeff, 190Sullivan, H. S., 127, 140, 147Superposition, 162, 163

Supportneuroscience, 168social, 82, 168, 193structural, 58

Supportive relationship, 42Symbolically represented

experience, 79, 173Symbolic expression, 26, 168

TTactile field/touch, 4, 12, 55, 73Taylor, Charles, 147, 186, 194Technical orientation, 20, 31Temporal cortex, 166The experience of adequate

performance, 30Theoretical exploration, 13Theory, 1, 5, 6, 15, 118, 129, 135,

140, 148, 156, 163, 178–179,187, 192

Third force learning theory, 156Thompson, Evan, 160, 166Thompson, N.R., 55Thrownness, 133Training, 16, 23, 25, 32, 39,

181, 187Transcendent potentials, 10Transcendent power, 11Transformational view of learning, 26Trends in education, 1621st century skills, 194Typological lifeworld variations, 27Typological variants of

creativity, 113–117Typological variants of learning, 21,

28–38, 124

UUncertainty, 42, 47, 49, 53, 59, 76Unconventional outlook, 107,

108, 120

230 INDEX

Unconventional perception, 107–108,110, 118–120, 130, 149, 150

Underdevelopment, 3, 7Understanding

adequate, 14, 147distorted, 60emotional, 174empathic, 103non-Western, 148preexisting, 96self-, 151, 191transformative, 29

Uniqueness, 36, 84, 87United States, 6Units of psychological significance, 46Unity building power, 23, 65,

123, 157Unopposed acquisition of new

understandings, 28–29, 39, 77Unselving, 185, 188Upsurge, 57, 58, 138

VValidation/valuing, 11, 70, 75, 99,

122, 128, 158

Van den berg, J. H., 13Van Kaam, Adrian, 56, 62Van Manen, Max, 16, 68, 178,

179, 181Vision, 55, 149Voice, 7, 55, 56, 60, 71, 76, 90, 122,

129, 143, 148, 184–185Von Bertalanffy, Ludwig, 145von Eckartsberg, Rolf, 7, 12, 130Vulnerability, 4, 17, 33, 34, 56,

126, 175Vygotsky, Lev, 5, 146, 147

WWelcoming, 4, 55, 58, 69, 70, 96, 99,

127, 182Well-being, 9, 14, 148, 189Werner, Heinz, 5Will, 6, 9Winnicott, D. W., 4, 55, 58, 104, 105,

129, 167World-openness, 4, 8–9, 54–56,

76–77, 100, 129, 143, 148, 150,151, 157, 169

INDEX 231