09 SES 13 B, Insights into Learning, Emotions, Well-Being and Self-Image
To talk about emotions is fundamentally difficult, both, in our personal lives and as the object of academic contemplation: emotions are transient, unpredictable and complex in their nature, and they are always given subjective significance. These rather negative connotations of emotional constitution looks back on a long tradition in the context of anthropological considerations, mainly because emotions have always been perceived as the opposite of reason or rational thinking. This defensive attitude towards human emotionality can be attributed to this traditional, counter-educational view of emotion and feelings (Huber, 2013; Wulf, 2014). Especially at school emotions are still only taken into consideration, if they deviate from the average, i.e. if they fail to appear or if they exceed a certain level or a supposed standard. This understanding corresponds with current educational policy: the impact of rankings and outcome driven notion of education as well as the emphasis on factual knowledge influences teacher training programs and accordingly school routines (Gieseke, 2007); this mainly rational conception of education, learning and schooling not only neglects the interdependent connection of emotional and cognitive processes, but also counteracts a holistic perspective on education and well-being in schools (Hascher, 2010).
The starting point and theoretical framework of this lecture is that emotional markers, evaluations and patterns can be understood as a necessary precondition of specific processes of perception (e.g. Damasio & Carvalho, 2013; Colombetti, 2014), of learning (and memory) (e.g. Kim & Diamond, 2002; Murphy & Isaacowitz, 2008), of decision making (and educational careers choices) (e.g. Brand, 2008; Arnold & Pachler, 2013), and accordingly, of the transfer and application of knowledge and problem solving competence (e.g. Immordino-Yang & Damasio, 2007; Kubsch, 2014) as well as adaptive social behavior (see e.g. Lieberman, 2007). On this assumption a specific research project, placed at the University of Vienna, aims to clarify, how the professionally guided sensitization of emotionality in transition processes can help students to evaluate and to approach problems and/or situations differently: decisions, problem solving competence and knowledge are no longer seen as purely rational but based on emotional markers and evaluations, understood as the conscious and nonconscious emotional evaluation of mental images, representations and experiences of our own learning and live history (Gieseke, 2007; Damasio, 2010; Huber, 2015). The central research question of this intervention study is, (a) how exactly students can be supported in the best possible way in their educational career choices at the transition from secondary school to tertiary education in particular consideration of emotional evaluations and markers within professional guided workshops, and (b) which are the implications for the design possibilities of educational policies with regard to the transition to higher education.
A special focus of the lecture will be put on the structure, content and procedure of the five consecutive workshops, which are recorded at a specifically equipped observation laboratory. The workshop sessions were conceptualized during a complex pilot study in collaboration with experts of adult education, counselling research, mixed methods research and psychosocial work. The workshop sessions’ content is structured along five interwoven but chronologically separated phases, including different imaginative, projective and group dynamic tools and exercises.
Arnold, A. & Pachner, R. (2013). Emotion – Konstruktion – Bildung: Auf dem Weg zu emotionaler Kompetenz. In Käpplinger, B. et al. (Ed.), Engagement für die Erwachsenenbildung. Wiesbaden: Springer VS, 21-28. Benner, D. (2009). Schule im Spannungsfeld von Input- und Outputsteuerung. In Blömeke, S. et al. (Ed.), Handbuch Schule. Bad Heilbrunn: Klinkardt, 51-64. Bohnsack, R. (2011). Qualitative Bild- und Videoanalyse. Opladen: Barbara Budrich. Brand, M. (2008). Does the feedback from previous trials influence current decisions? A Study on the role of feedback processing in making decisions under explicit risk conditions. Journal of Neuropsychology, 2 (2), 431-443. Colombetti, G. (2014). The Feeling Body. Affective Science Meets The Enactive Mind. Cambridge: MIT University Press. Damasio, A. R. (2010). Self Comes to Mind. Constructing the Conscious Brain. New York: Pantheon Books. Damasio, A. R.& Carvalho G. P. (2013). The nature of feelings: evolutionary and neurobiological origins. Nature Review Neuroscience, 14 (2), 143-152. Gieseke, W. (2007). Lebenslanges Lernen und Emotion. Wirkung von Emotion auf Bildungsprozesse aus beziehungstheoretischer Perspektive. Bielefeld: W. Bertelsmann. Hascher, T. (2010): Learning and Emotions: perspectives for theory and research. European Educational Research Journal, 9 (1), 13-28. Huber, M. (2013). Die Bedeutung von Emotion für Entscheidung und Bewusstsein. Würzburg: Königshausen und Neumann. Huber, M. (2015). Neuropädaogische Maßgeblichkeiten? Pädagogische Spurensicherung neurowissenschaftlicher Bildungsempfehlungen. In Krause, S. & Breinbauer, I. M. (Ed.): Im Raum der Gründe. Würzburg: Königshausen und Neumann, 161-184. Immordino-Yang, M. H. & Damasio, A. R. (2007). We Feel, Therefore We Learn: The Relevance of Affective and Social Neuroscience to Education. Mind, Brain, Education, 1 (1), 3-10. Koch, S. C. & Zumbach, J. (2002). The Use of Video Analysis Software in Behaviour Observation Research. Interaction Patterns of Task-oriented Groups. Forum Qualitative Social Research, 3 (2), n.O. Lieberman, M. D. (2007). Social Cognitive Neuroscience: A Review of Core Processes. Annual Review of Psychology, 58, 259-289. Murphy, N. A. & Isaacowitz, D. M. (2008). Preferences for emotional information in older and younger adults: A meta-analysis of memory and attention tasks. Psychology and Aging, 23 (2), 263-286. Seidel, T. et al. (Ed.) ( 2005). How to run a video study. Technical report of the IPN Video Study. Münster: Maxmann. Teddlie, Ch. & Tashakkori, A. (2009). Foundations of mixed methods research. Thousand Oaks: SAGE. Wagner-Willi, M. (2006). On the Multidimensional Analysis of Video Data. Documentary Interpretation of Interaction in Schools. In Knoblauch, H. et al. (Ed.): Video Analysis. Methodology and Methods, 143–153.
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