Neurolinguistic Programming (NLP): Its evaluation in the Lenses of Philosophy and education in higher education
Tammasse – Jumraini – Andi Riola Pasenrigading
DOI: 10.18355/XL.2025.18.03.07
Abstract
One of the schools of educational philosophy referred to in the concept of English language learning in Indonesia is the philosophy of progressivism education (Haerazi, 2018). A very influential school of thought in educational philosophy in 20th century is progressivism. The effect of progressivism as one of very influential school of thought has been felt by many people around the globe, especially in teaching English at higher education in Indonesia. This present research aims to investigate EFL lecturers’ perceptions and practices deal with the implementation of Neurolinguistic Program (NLP) in EFL classes at several universities in Indonesia. There are 83 participants in this study (42 or 50.60% female and 41 or 49,39% male). They are lecturers from various universities in Indonesia from western part of Indonesia to eastern part of Indonesia. Therefore, this study concludes that lecturers in higher education institutions in Indonesia have practiced and implemented various aspects of teaching within the NLP framework to improve students' communication skills and improve students' cognitive, psychomotor, and affective understanding. A variety of aspects of teaching in the classroom, namely suppleness, fastening, exploration, model, individual differences, direction, relationship construction, and emotional and intellectual drivers, gained agreement among teachers, shimmering an obligation to student-centered pedagogics as an important aspect to improve.
Key words: Neurolinguistic Programming (NLP), philosophy, education, higher education
Pages: 94-114
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