Thomas Neigel's "Panpsychism" as a Basis for a "Brain-Based Learning" Approach

In this study, Thomas Nigel's view of Panpsychism is examined to determine whether this approach is a more appropriate basis for the neuroeducation approach than the physicalist approaches. For this purpose, descriptive-analytical research method has been used. The physical basis of the Neuroeducation approach, instead of solving the problem of the relationship between mind and body and also explaining mental states, By proposing eliminatory and reductionist views and eliminating the form of the problem without considering the phenomenal and first-person characteristics of the mind (by eliminating or reducing the apparent consciousness to events and brain processes) it looks at mental states from an objective and third person perspective. Nigel considers the external / objective conception of the world incomplete and presupposes "Panpsychism" in order to fill the explanatory gap of mind and body, and to explain the origin of consciousness and intellect. Nigel's Panpsychism approach is more appropriate for the general field of education, and especially for the special field of teaching-learning, than for the physicalist approaches, in terms of paying attention to the totality of human existence and the intertwined mentality and objectivity. However, since Nigel's Panpsychism has not adequately explained the problem of composition, it can not be a flawless solution in explaining mental causation and consciousness, and as a result As a result, the relationship between mind and body remains a difficult issue.