NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1207818
Record Type: Journal
Publication Date: 2016-Jun
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1823-7797
Neurolinguistic Programming (NLP): Its Overview and Review in the Lenses of Philosophy and Pedagogy
Shaari, Anis; Hamzah, Aswati
Asian Journal of University Education, v12 n1 p1-13 Jun 2016
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.
UiTM Press. Asian Centre for Research on University Learning and Teaching, Faculty of Education, Penerbit UiTM, Universiti Teknologi MARA, Bangunan Fakulti Pengurusan Hotel dan Pelancongan, 40450 Shah Alam, Selangor Darul Ehsan, Malaysia. Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A