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Neurolinguistic programming (NLP): its overview and review in the lenses of philosophy and pedagogy
Anis Shaari1, Aswati Hamzah2.
Standing for Neurolinguistic Programming, the acronym ‘NLP’ has become
an emergent approach to communication and personal development which
has gained worldwide interest. Containing a set of strategies that is highly
claimed to be effective in enhancing oneself personally, NLP has also become
progressively more recognisable in the education sector. Nevertheless,
NLP is still considered to be virtually absent from the academic realm,
particularly in relation with learning and pedagogy. This silence suggests
a dire need to expand academic practices studying and discussing NLP.
Hence, this paper depicts the current state of knowledge regarding NLP in
both the philosophical and the pedagogical aspects. This review suggests
that there exist the bridging links between NLP, its philosophical foundation
and pedagogy through certain theories like Constructivism and Information
Processing. Some pedagogical relevance of NLP is also discovered in
catering to its widespread into the educational world at all levels. Besides
offering practicable knowledge to the teaching and learning stakeholders,
this article is anticipated to create a more dialogic discourse within the
academia, especially to add to the dearth of the discussion pertaining to
NLP in philosophy and pedagogy.
Affiliation:
- Universiti Sains Malaysia, Malaysia
- Universiti Sains Malaysia, Malaysia
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Indexation |
Indexed by |
MyJurnal (2021) |
H-Index
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2 |
Immediacy Index
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0.000 |
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0 |
Indexed by |
Scopus 2020 |
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CiteScore (0.5) |
Rank |
Q4 (Education) |
Additional Information |
SJR (0.198) |
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