Session Information
27 SES 14 B, Emotions in Education
Symposium
Contribution
The purpose of the symposium is to focus on the role and significance of emotions in teaching and learning processes and reflect on the importance of emotions for both teachers, supervisors and pupils/students, from comprehensive school level through Higher Education.
The acquisition process of learning has both a content and an incentive dimension, and learning research has mostly been concerned with the content dimension, though content and incentives develop from a common totality when learning. From this perspective emotion and feelings influence the conceptualization of content and the mental energy invested in learning are influenced by the content side of learning - and consequently - stress the importance of emotions involved when learning.
But, new forms of teaching, designs of creative and innovative teaching processes, place the learner at the centre of the proces, and the learner’s feelings and experiences are acknowledged as driving forces in the learning process. This constitutes a challenge for teachers in terms of both planning and implementing the processes considering the emotional aspects that might affect the learners. Consequently, it is important to understand and gain new knowledge of the complexity of emotions in education and study it from both learners’ and teachers’ perspectives. This includes a focus on the coherence and interplay between the learners, the teacher, the subject area, the ressources and the specific learning culture.
The symposium will study the role and significance of emotions in education from Danish, Chinese, Bhutanese, and German perspectives. The symposium will take its point of departure in the Bhutanese perspective presenting a study on the concept of happiness as both a political and ideological concept and at the samme time as an educational goal to be implemented in Bhutanese schools (upper secondary schools). The second presentation is based on a German study of the role of emotions in the comprehensive school classroom (5-6th grade) and deals with the significance of teacher-student relationship and the impact on learning, from both a teacher and learner perspective. The third presentation focuses on Danish educators’ emotions when experimenting with arts-based tools to learning and teaching in a university college context. The fourth contribution presents a comparative study between students in design education in Denmark and China, with a particular focus on the influence of humour in creative learning processes. Although a number of different research methods have been applied in the studies, they share a common theoretical framework in their understanding of learning as a socio-cultural activity.
References
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