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1.
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2.

In this article, I argue that sanctions based upon emotional well-being or upon self-esteem are insufficient for motivating consistently moral behaviour, and furthermore, that they reduce ultimately to hedonism. I argue that this is also the case even in the hypothetical event that all moral action results in heightened self-esteem, and all immoral action results in lower self-esteem. Along the way, I compare self-esteem as moral sanction with the concept of telos, that is, an objectively-given moral purpose, in order to show that moral sanctions can be based upon self-interest without collapsing into hedonism.  相似文献   

3.
Abstract

This article explores how Jean François Lyotard reflects on affect as unrepresentable in relation to contemporary affect theory and specifically post-Deleuzian perspectives and non-representational theories suggesting that we need to invent new theoretical ways of addressing our more-than-textual, multisensual worlds. The essay leans on this conversation to make a political and pedagogical intervention into the terrain of addressing affect in the classroom. It is discussed how Lyotard adds his own contribution to the work of other affect theorists, who are not saying that if we find the right vehicle—literature, art, etc.—we can translate or represent affect, but rather that pedagogy is itself always already an affective event that exceeds representation. Pedagogies of ineffability, as it argued, are those pedagogical practices that do not fall pray into the rhetorics of standardization and homogenization in the name of ‘emotional intelligence’ or ‘effectiveness’, but rather invent affective spaces of learning in which educators and students are opened precariously to the unknown.  相似文献   

4.

James Park, the director of Antidote, criticizes those who believe that the most important task of education is to develop cognitive abilities, without any particular regard for emotional development. He argues that such an approach leaves individuals ill equipped to engage with the challenges that life throws in their path. He feels that, in spite of the recognition in the new National Curriculum Guidance of the significance of emotional processes on learning, government policy as a whole does not always appear to acknowledge this. In his view, ‘feeling and thinking, are engaged in a continuous dance. Individuals who can gracefully glide between the two modes bring energy to the task of learning and thinking’. He goes on to outline the key competencies that individuals require to achieve this, and suggests that these are most effectively achieved through dialogue ‘talking together in ways that allow individuals to understand the thoughts, feelings and values of each other’. The paper concludes with an explanation of the work and aims of Antidote.  相似文献   

5.
ABSTRACT

In recent years, there has been growing interest in the role of affect within education. Within this paper, the authors make a distinction between affective pedagogy, which they refer to as ways of teaching that are designed to evoke particular emotional states, and affective knowledge, which they refer to as aspects of knowledge or knowing which seem to bring forth particular emotions organically. Using explicit grammar knowledge as a test case, they explore student teachers’ affective responses to learning, drawing upon interview data and observations made during a series of grammar courses. They argue that grammar learning is a potential source of pleasure, wonder and intensity. The findings provide an important counter-narrative to the prevailing discourse of grammar as dull and threatening. They also draw broader conclusions about the significance of affect in education, drawing upon affect theory and recent work on epistemic emotions.  相似文献   

6.
《学校用计算机》2013,30(1-2):119-128
Abstract

Emotional intelligence, which may be taken to mean a person's capacity to behave appropriately in differing social situations, has received increasing interest since the term's popularization by Goleman (1995). The idea of emotional intelligence, however, is a longstanding one, traceable as early as the Platonic dialogues and certainly present in the work of John Dewey. This article proposes a framework for design and development of technology-based instruction for emotional intelligence. This framework will be used to elucidate potential uses of computer technology to support the development of emotional intelligence. Educators and instructional designers are encouraged to engage in this challenging arena.  相似文献   

7.

In this article the author outlines the recent increase in initiatives related to young people's emotional and mental health, for example emotional health and well-being. He examines these concepts and ideas, arguing that there are negative as well as positive aspects to their widespread introduction in schools, and that in adopting mental health approaches and terminology care must be taken before programmes are implemented.  相似文献   

8.

Tony Webster, former Director of Education in Tameside, describes the origins of the ‘connected thinking project’. He goes on to list a number of key questions that were identified in relation to ‘values education’, ‘thinking skills’, ‘emotional intelligence’ and ‘ICT’. The aims, form and contributions to a seminar which sought to identify areas for continuing work and further research are described. Several of those who contributed to the seminar have written papers for this special issue of the journal. Tony Webster concludes his paper by listing the research and other action deemed necessary to take the work forward.  相似文献   

9.
IntroductionAs feedback that nursing students receive during internships triggers emotional episodes, it results in changes in self-esteem, motivation, and learning behaviors. The adaptive or maladaptive nature of emotions is modulated via emotion regulation strategies.MethodTo understand how the students experienced and acted upon these emotional episodes, we applied an existential phenomenological approach.ResultsStudents experience a wide range of emotions in feedback situations. These emotions regularly require the use of emotion regulation strategies. We have described three kinds of such strategies. Based on the results of this and previous studies, we have developed a comprehensive model of feedback processing by students in the context of nursing internships, in which emotions and their regulation are central.DiscussionEmotion regulation strategies are often unconscious and should be developed by students during their training, especially in consciously designed feedback conditions of teachers and instructors, in which students should feel understood, respected, and invited to actively involve themselves in the processing of feedback. Finally, we make a few recommendations to education professionals.ConclusionsFeedback processing by future nurses during internships involves a complex emotional process that affects their behavior, either conducive to learning or not. Emotion regulation strategies may be required in these situations. Moreover, students' emotions are influenced by various determinants, which evolve in a circular dynamic as feedback occurs over time.  相似文献   

10.
Abstract

Football is one of the most common extracurricular activities among schoolchildren. Illusions and expectations are poured into a competitive sport that complements their formal education at school. The controversy over competition in schoolchildren aged six and seven opens up a debate on the lessons that are constructed. This study explores the emotional management that children develop in order to participate in sports activities in relation to the lessons promoted by the school. This article presents an ethnographic study grounded upon participant observation, with 101 schoolchildren in the first and second years of primary school during one academic year in 207 sessions, and semi-structured interviews with 21 teachers. After analysing the narratives, the results reveal previous expectations and stresses, a level of activation adequate for the competitive demands of the environment, the development of the ability to be competent in a stressful situation, the emotional capitalization of knowing how to win and lose, the impact of social recognition on adaptative construction of self-esteem, and the management of episodes of stress.  相似文献   

11.
Abstract

The present study investigated the degree to which transgressors’ affective reactions influence children's moral judgments. Eighteen children at each of three different grade levels (first‐, second‐, and third‐grade) were required to make judgments of the goodness or badness of four different transgressors.The transgressors acted out of good or bad intent, produced low or high levels of damage and displayed the affective reactions of happiness, sadness or neutrality because of the outcomes they produced.

Results showed that the transgressors’ affective reactions significantly influenced the children's moral judgments. More importantly, the children excluded intention information when they evaluated transgressors who displayed reactions of happiness. But, they did not exclude intentions when they evaluated transgressors who displayed reactions of sadness or neutrality. A number of hypotheses were offered to account for the means by which reactions of happiness block children's use of intent information.  相似文献   

12.
ABSTRACT

School effectiveness research has traditionally focused on basic cognitive pupil outcomes such as language and mathematics achievement. In this article however we address a research question that goes beyond this limited scope by studying both cognitive and affective outcomes of education in combination with each other. By looking at cognitive and affective outcomes at two different levels, i.e. school and the individual pupil, it is possible to make assertions about the relationship between the two outcome types at these levels. The main question in this study with respect to school effectiveness research is: ‘Can schools be both cognitive and affective effective?’

To answer this question a sample of 7,000 pupils in 212 primary schools in the Netherlands was used, providing information about cognitive, affective and pupil background variables. Firstly the relationship between affective and cognitive outcomes at pupil level is shown, using a LISREL model to show how these variables interact. Secondly the relative positions of schools with respect to their effectiveness in the cognitive and affective outcomes are compared in order to show the degree of consistency in the effectiveness of both outcome domains. These correlations appear to be small, but positive.  相似文献   

13.
In this study, structural equation modeling was used to examine the mediating role of resilience and self-esteem in the relationships between psychological maltreatment-emotional problems and psychological maltreatment-behavioral problems in adolescents. Participants were 937 adolescents from different high schools in Turkey. The sample included 502 female (53.6%) and 435 male (46.4%) students, 14–19 years old (mean age = 16.51, SD = 1.15). Results indicated that psychological maltreatment was negatively correlated with resilience and self-esteem, and positively correlated with behavioral problems and emotional problems. Resilience and self-esteem also predicted behavioral problems and emotional problems. Finally, psychological maltreatment predicted emotional and behavioral problems mediated by resilience and self-esteem. Resilience and self-esteem partially mediated the relationship between psychological maltreatment-behavioral and psychological maltreatment-emotional problems in adolescents. Thus, resilience and self-esteem appear to play a protective role in emotional problems and behavioral problems in psychologically maltreated individuals. Implications are discussed and suggestions for psychological counselors and other mental health professionals are presented.  相似文献   

14.
Abstract

Ocean Literacy is a growing global education movement aimed at deepening and contextualising the human relationship with the ocean. While ocean topics are largely missing from UK school curricula, Ocean Literacy principles offer an opportunity for environmental educators to infuse their programmes with broader perspectives on the ocean, creating openings for the development of learner knowledges, and increasing emotional connection with the marine environment. Field courses held at residential field study centres which focus on marine and coastal environments are uniquely positioned to explore principles of Ocean Literacy with their learners; through experiential, investigative modes of learning which encourage development of understanding, emotional engagement with the environment, and pro-environmental behaviours. This paper examines the learning outcomes of 16–18?year old school students taking part in residential programmes at three coastal field centres in the UK Field Studies Council network. Examining student responses against UK A-level, Scottish Highers, and International Baccalaureate specifications and curricula, we argue that while such programmes are largely determined by cognitive rather than behavioural or affective characteristics, they demonstrate a significant opportunity to further develop the emotional and behavioural foci of residential marine courses.  相似文献   

15.
Admittedly cognitive variables such as intelligence and aptitude exert great impact on English learning. Affective variables, however, are of intense importance in determining English learning as well, because affect is a starting machine that sets the learning mechanism in motion and learning will run into difficulty if affect does not work properly. Besides, there is mounting interest in exploring the affective domain. Therefore, this paper focuses upon the analyses of four affective variables(attitude, motivation, self-esteem and anxiety) that have bearings on English learning and sets forth Implications for English teaching.  相似文献   

16.
ABSTRACT

Background: In England, practical work is a major part of secondary school science and yet little research has examined students’ attitudes specifically to practical work.

Purpose: To examine students’ attitudes to practical work in biology chemistry and physics in secondary schools in England.

Sample: The study involved 607 students from Year 7 to Year 10 (aged 11–15) drawn from three state-maintained secondary schools in England. The schools were, broadly speaking, representative of schools in England in terms of academic measures such as GCSE outcomes, value-added performance and socio-economic area.

Design and methods: The research considered students’ attitudes in terms of an established analytical framework incorporating the affective, behavioural and cognitive (ABC) domains and used a mixed methods approach involving questionnaires, lesson observations, and focus group discussions.

Results: Whilst secondary students’ attitudes to practical work were, generally speaking, positive they were not constant and homogenous but change over time. The affective value of practical work was found to vary by subject although in all three sciences this value decreased, albeit at different rates, as students approached their General Certificate in Secondary Education examinations (GCSE) taken at age 16.

Conclusion: The affective value of practical work needs to be considered on a subject by subject basis, rather than, as is often the case currently in school, in terms of a generic attitude to science practical work. Furthermore, the affective value of practical work can be maximised by using more at the start of secondary education (Key Stage 3 – ages 11–14) with a gradual, subject-specific, reduction as students approach their summative public examinations (age 16) when their preference for non-practical, exam orientated, teaching increases.  相似文献   

17.
ABSTRACT

Observation is one of the basic methods in science. It is not only an epistemological method itself, but also an important competence for other methods like experimenting or comparing. However, there is little knowledge about the relation with affective factors of this inquiry method. In our study, we would like to find out about the relations of emotional well-being and involvement with children’s observation competency. Seventy preschool children participated in our test observing a living mouse, a snail and a fish. From their behaviour in the test situation, we coded their observation competency as well as their emotional well-being and involvement. The data show that both emotional well-being and involvement are significant predictors of children’s observation competency. Further analyses confirm our hypothesis of a mediating role of involvement between well-being and the performance in the observation task. In conclusion, theoretical and practical implications of these results are discussed.  相似文献   

18.

This paper presents selected findings from a PhD study into traditional mentor relationships (TMR) in the lives of creative people, from the perspective of intimacy and communication. Methodological considerations are those of heuristics and hermeneutics. A model for TMRs is described. Intimacy within the TMR is viewed positively and acknowledged as essential. Mentors display emotional maturity and the criteria for emotional intelligence. Issues of methodological process are discussed in terms of communication and Heidegger's concept of authenticity.  相似文献   

19.
Abstract

This investigation was designed to determine whether use of behavioral objectives in teaching poetry results in understanding on all cognitive levels and response on all affective levels. A poetry unit based on behavioral objectives obtained from teachers and pupils through a modified Delphi survey was taught to two ninth grade English classes. Using the Solomon-Four Group Design, data obtained through pre- and post-tests were analyzed by 2x2 analysis of variance. The data revealed that learning and response to poetry as a result of the use of behavioral objectives were significant at the .05 confidence level on every level of the cognitive and affective domains.  相似文献   

20.
Abstract

Considerable attention has been given to the relationship between socio-psychological adjustment In college and scholastic success. However, the results have not been consistent and our knowledge is in an early stage. The present study utilizes peer-ratings of adjustment by student leaders who were familiar with 180 college freshman subjects. The results are consistent with the consensus of earlier studies, which indicate little confidence In either sociability or emotional adjustment as factors In school achievement. The authors suggest that conformity, motivation and organizational effort may be more promising variables.  相似文献   

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