A Holographic Teaching-Learning Environment: Beyond Neuro-philosophy and Towards Neuro-phenomenology of Education

The main objective of this paper is to explain the difficulties and insufficiency of neuro-philosophy to delineate the framework of teaching-learning environments, and suggest an alternative to these difficulties. Therefore, firstly, the perspective of the neuro-philosophy to teaching-learning environments have been examined and criticized. Then, we have proposed a holographic teaching-learning environment based on the Varela’s neuro-phenomenology of education and inspired by the integral theory. The most important features of this approach to learning environments are: holographic attitudes towards human complicated life, simultaneous attention to the object and the subject and all its explicit and implicit layers by integrating the first and the third person methodologies into the essential components of these environments, namely teaching, teacher-learner communication, evaluation, and curriculum as an integrated whole.