ERIC Number: ED184950
Record Type: RIE
Publication Date: 1980
Reference Count: 0
Consciousness, Psychology, and Education: A Speculative Essay.
This monograph explores implications of the psychology of consciousness for education. The psychology of consciousness encompasses the relationships among behavior, experience, and states of consciousness. It is interpreted to include different states of consciousness, paranormal phenomena, mystical experiences, dreams, psychic healing, and other rare or unusual abilities. Basic premises are that as understanding of the human mind changes, disciplines related to psychology change and, further, that a revolution in psychology usually foreshadows a revolution in education. Consciousness psychology is particularly relevant to education because it draws attention to neglected areas of the human brain and to skills that remain there to be nourished. Major mental functions emphasized in consciousness psychology include relaxation, receptivity, release, memory, cognition, emotion, intuition, and motor output. If educators can use these mental functions to produce different thought patterns, they will be able to help students perform more creative problem-solving tasks. A preliminary model of consciousness education would be based on several assumptions, including that consciousness can be developed as a domain of education, that human ability resides in one or several states of consciousness, and that a fully educated person can select and alter states of consciousness to serve various purposes. (DB)
Descriptors: Behavioral Science Research, Cognitive Style, Educational Objectives, Educational Philosophy, Educational Psychology, Educational Research, Educational Theories, Elementary Secondary Education, Essays, Individual Development, Postsecondary Education, Problem Solving, Psychology, Teaching Methods
New Learning, P.O. Box 165, DeKalb, IL 60115 ($4.00 plus shipping and tax).
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at Annual Meeting of the American Educational Research Association (Boston, MA, April 7-11, 1980).