Reviewing the Significance of Attention and Awareness for Developing Learner-Centric Taxonomy

Abstract

Attention and awareness are complexly interconnected and are conceived to be the two crucial cognitive components for a holistic learning experience. However, this paper claims that teaching and learning instructional materials, educational taxonomies, and evaluation strategies have not given due importance to cultivating these two cognitive components for effective learning. To substantiate its claim, this paper aims to offer a review of a range of educational taxonomies to foreground how two of the most crucial cognitive components integrally connected to critical thinking abilities are not discussed. The paper argues that a study of this kind will enable us to identify the gaps hindering the goal of achieving the concept of critical pedagogy. The paper will also offer an in-depth review of literature from the domains of cognitive science, neuroanatomical science, and language education to assert the significance of attention and awareness. The paper's originality lies in its ability to propose an eclectic learner-centric taxonomy that could be adopted for achieving the goals of critical pedagogy.