Title:

Neuro-linguistic Programming and learning theory.

Authors:
Craft, Anna
Source:
Curriculum Journal; Mar2001, Vol. 12 Issue 1, p125-136, 12p
Document Type:
Article
Subject Terms:
*NEUROLINGUISTIC programming
*LEARNING, Psychology of
Author-Supplied Keywords:
Learning theory
NEURO-LINGUISTIC PROGRAMMING
Pedagogy
Abstract:
This article explores relationships between Neuro-linguistic Programming –
a growing school of thought and practice – and established learning theory,
drawing a distinction between models, strategies and theories. Some
evaluative comments are made about the coherence of Neuro-linguistic
Programming as it currently stands, both in terms of its internal
consistency, and in relation to established learning theories. In relation to
its internal structure, questions are asked as to how far copying an expert's
behaviour can really lead a learner to becoming an expert, and about the
lack of attention within the theory given to the domain of application. Two
other important areas are examined: the dissonance between the claim
that Neuro-linguistic Programming caters to individuality in learning while
also proposing a view that learning is best done experientially; and a
specific aspect of the theory, named the 'logical levels', asking whether
learners are really as predictable and as subject to cause/effect as this
theory would suggest. Finally,the epistemological basis of Neurolinguistic
Programming is questioned. It is argued that, though Neuro-linguistic
Programming has begun to make an impact in education, it remains a set
of strategies rather than a theory or a model, and these internal
inconsistencies need to be addressed if it is to have a place among the
dominant learning theories of our age. [ABSTRACT FROM AUTHOR]
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ISSN:
09585176