Lund / Chemi Dealing with Emotions

A Pedagogical Challenge to Innovative Learning
1. Auflage 2015
ISBN: 978-94-6300-064-2
Verlag: SensePublishers
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 150 Seiten

Reihe: Creative Education

Education is always evolving, consistently with a society in flux. So transformations in learning and pedagogy are necessary. These endless, rapid changes in pedagogy influence students and educators in a variety of ways and awake diverse emotions, from happiness to fear, from joy to anger. Emotions are proven to influence the ways students interact with the world. In the present book, the authors reflect on emotions and education from multiple perspectives: the socio-cultural perspective that looks at interactions among individuals, the creation and recreation of the self and others, the study of collaboration, change processes (transformative learning) and aesthetic and creative learning processes. The purpose of this volume is to reflect on students' and educators' emotional responses. The construction of a safe, stimulating learning climate is essential in innovative learning processes - emotional interactions, student-teacher relations and student-student interaction lay the foundation for collaboration and deep learning. The present book offers empirical documentation and theoretical reflections on how pedagogical and educational changes might challenge or facilitate learning for students and educators.

Autoren/Hrsg.

Lund, Birthe

Chemi, Tatiana

Inhaltsverzeichnis

1;TABLE OF CONTENTS;8
2;INTRODUCTION;10
2.1;EMOTIONS NEGLECTED;10
2.2;EMOTIONS IN EDUCATION;11
2.3;STUDIES ON EMOTIONS;11
2.4;THE TEAM OF AUTHORS;16
2.5;THE GENESIS OF THE BOOK;17
2.6;THE BOOK STRUCTURE;17
2.7;TARGET GROUP;19
2.8;REFERENCES;19
3;1. THE NOTION OF EMOTION IN EDUCATIONAL SETTINGS WHEN LEARNING TO BECOME INNOVATIVE AND CREATIVE;20
3.1;ABSTRACT;20
3.2;BUILDING INNOVATION CAPACITY MAY CHANGE THE HIDDEN CURRICULUM;20
3.3;ENTREPRENEURIAL AND INNOVATIVE SKILLS;22
3.4;DIFFERENT PEDAGOGICAL CONCEPTS OF CREATIVITY;24
3.5;CREATIVITY, CULTURE AND LEARNING;26
3.6;EMOTIONAL LABOUR OF STUDENTS AS WELL AS TEACHERS;27
3.7;THE CASE;29
3.7.1;The Pedagogical Invention;30
3.7.2;Successful Participation Calls for New Rules of Social Adjustment;31
3.7.3;Time Pressure Creates Intrinsic Motivation, Stresses the Need for Collaborationand Reduces Quality of Ideas;33
3.7.4;Role Play Allowed Students to Feel What it Means to Participate in Politics; TheyAppreciated that Authentic Politicians Were Listening to Student Voices;33
3.7.5;Collaboration Was Regarded as the Biggest Challenge to Students;34
3.7.6;Creativity- and Innovation-Enhancing Learning Processes Are EmotionallyChallenging;36
3.8;NOTES;37
3.9;REFERENCES;38
4;2. EMOTIONS AND LEARNING IN ARTS-BASED PRACTICES OF EDUCATIONAL INNOVATION;40
4.1;ABSTRACT;40
4.2;EMOTIONS IN HIGHER EDUCATION;40
4.3;A LONG JOURNEY TO EMOTIONS;42
4.4;RIDING THE ARTS-BASED CART;44
4.5;THE CHALLENGES OF ARTS-BASED EXPERIMENTATION;46
4.6;POSITIVITY AND THE ARTS;50
4.7;CONCLUDING REMARKS AND COMMENTS;51
4.8;NOTE;53
4.9;REFERENCES;53
5;3. GROSS NATIONAL HAPPINESS IN BHUTANESE EDUCATION – HOW IS IT IMPLEMENTED IN PRACTICE?;56
5.1;ABSTRACT;56
5.2;GROSS NATIONAL HAPPINESS (GNH);56
5.3;THE ROLE OF THE BHUTANESE STATE AND GNH POLICIES;58
5.4;HOW DOES GNH WORK?;60
5.5;EDUCATING FOR GNH – A MACRO DIDACTIC PERSPECTIVE;64
5.6;IMPLEMENTING GNH IN THE SCHOOL SYSTEM – DIDACTICS AT INSTITUTIONAL AND MICRO LEVEL – THE TEACHER’S ROLE;67
5.7;TEACHER CHARACTERISTICS – A THEORETICAL PERSPECTIVE;69
5.8;PROFESSIONALISING TEACHERS;72
5.9;A TEACHER’S PERSPECTIVE: CHALLENGES OF PRACTICE THEORY;73
5.10;SOME EXPERIENCES FROM BHUTANESE UPPER SECONDARY SCHOOLS;74
5.11;CONCLUSION;76
5.12;NOTES;77
5.13;REFERENCES;77
6;4. HOW DOES IT FEEL TO BECOME A MASTER’S STUDENT?:Boundary Crossing and Emotions Related to Understandinga New Educational Context;79
6.1;ABSTRACT;79
6.2;INTRODUCTION;79
6.3;THEORETICAL FRAMEWORK;81
6.4;BACKGROUND OF THE STUDY;82
6.5;EMPIRICAL DATA;84
6.6;DATA COLLECTION AND ANALYSIS;85
6.7;FINDINGS;85
6.7.1;Boundary Crossing and Expansive Learning;86
6.7.2;The Class as a Forum for Emotions;89
6.7.3;Group Work as a Context for Emotions and Learning;90
6.7.4;The Individual – Taking Ownership of Learning and Development Processes;92
6.7.5;The Pedagogical Perspective;94
6.8;CONCLUSION;96
6.9;NOTES;97
6.10;REFERENCES;97
7;5. EMOTIONS IN THE CLASSROOM:The Powerful Role of Classroom Relationships;99
7.1;ABSTRACT;99
7.2;THEORETICAL BACKGROUND AND REVIEW OF FINDINGS;99
7.2.1;Concepts of Emotion;99
7.2.2;Emotions in the Classroom;100
7.2.3;Emotions in Teachers;104
7.3;EMPIRICAL STUDY: STUDENTS’ LEARNING ENJOYMENT AND RELATIONSHIPS IN CLASS;106
7.3.1;Purpose;106
7.3.2;Sample;106
7.3.3;Method;107
7.3.4;Findings;108
7.3.5;Interpretation of Findings;110
7.4;DISCUSSION OF IMPLICATIONS FOR LEARNING AND TEACHING;111
7.4.1;Teachers as Facilitators;111
7.4.2;Zooming in: The Powerful Role of Teacher-Student Relationships;113
7.5;NOTES;114
7.6;REFERENCES;114
8;6. A COMPARATIVE STUDY OF STUDENTS’ PERCEPTIONS OF HUMOUR IN LEARNING CREATIVE DESIGN BETWEEN CHINA AND DENMARK;117
8.1;ABSTRACT;117
8.2;INTRODUCTION;117
8.3;BRIDGING HUMOUR, CREATIVITY AND LEARNING BETWEEN CHINA AND DENMARK;119
8.3.1;Defining Creativity: From What to Where;119
8.3.2;On the Relations between Humour, Emotion, Creativity, Learning and Design;120
8.3.3;Chinese Humour and Danish Humour;124
8.4;RESEARCH METHODOLOGY;125
8.4.1;Research Context;125
8.4.2;Research Methods;126
8.5;FINDINGS AND DISCUSSIONS;127
8.5.1;Similarities in Students’ Perceptions of Humour between China and Denmark;127
8.5.2;Differences in Students’ Perceptions of Humour between China and Denmark;130
8.5.3;A Summary of Findings;132
8.6;FACILITATING LEARNING AND TEACHING BY APPROPRIATE HUMOUR;133
8.7;REFERENCES;134
9;CONCLUSIONS;138
9.1;REFERENCES;142
10;AFTERWORD;143
10.1;EMOTIONAL REASON: CHALLENGING COGNITIVISM IN EDUCATION;143
10.2;NOTES;146
10.3;REFERENCES;147
11;ABOUT THE AUTHORS;148