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(2017) The phenomenology of learning and becoming, Dordrecht, Springer.
Becoming enthusiastic about learning for the first time as a child in the classroom
Eugene Mario De Robertis
pp. 65-80
Chapter Four proceeds toward the issue of motivated learning and presents phenomenological findings on becoming enthusiastic about learning for the first time as a child in a formal educational setting (i.e., in school). Here, the phenomenon of learning is enveloped within a wider concern for the burgeoning of an enduring excitement for learning, which is an indicator of developmental well-being that is inherently connected to the interpersonal. The chapter offers a general structural description of becoming enthusiastic about learning for the first time as a child within the context of a formal pedagogical relationship. Findings are discussed in relation to existing literature on student motivation and enthusiasm for learning, including academic tenacity and existential-humanistic self-development theory (EHSDT).
Publication details
DOI: 10.1057/978-1-349-95204-5_4
Full citation:
DeRobertis, E. (2017). Becoming enthusiastic about learning for the first time as a child in the classroom, in The phenomenology of learning and becoming, Dordrecht, Springer, pp. 65-80.