Author R. G. McInerney

Excerpt: The purpose of this chapter is to first explore potential hybrid theories and methodologies that will help to explicate specific and immediate moments of learning, such as situated learning as well as embodied and enactive learning and, second, to advocate for the use of a pedagogical portfolio assessment and praxis that is appropriate for adult learners and that values these ways of learning. […] I will synthesize specific ways of learning (situated, embodied, enactive) with a neurophenomenologically inspired pedagogy and praxis for the purpose of liberating these ways of learning from educational subjugation.