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Emotions – Aesthetics – Education
University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences. Stockholms universitet.
2011 (English)Conference paper, Published paper (Other academic)
Abstract [en]

Emotions are seen as a driving force in students’ learning, but students’ involvement can also be problematic. A subject matter that catches students’ attention can either lead to positive learning activities or lead to rejection if the subject matter is upsetting in a negative way. Here, this teaching dimension will be addressed in connection with Environmental Education.

Three examples ­– a whole-class teaching event, an individual student’s learning process and an example of process drama – will be briefly presented in order to discuss how different instructional designs interact with students’ emotions. A conclusion is that emotionally-loaded subjects require an elaborated teaching strategy in order to develop deeper knowledge. When the teaching includes an aesthetic approach, like process drama, emotions are not seen as a problem but as an integrated, natural part of the whole.

Place, publisher, year, edition, pages
2011.
Keyword [en]
Emotions, instructional designs, process drama, environmental education
National Category
Social Sciences
Research subject
Education
Identifiers
URN: urn:nbn:se:hig:diva-14205OAI: oai:DiVA.org:hig-14205DiVA: diva2:617725
Conference
Praktiske estetiske skapende Læreprosesser, nordisk konferens på Høgskolen i Vestfold, Larvik, May 4-5, 2011.
Available from: 2013-04-24 Created: 2013-04-24 Last updated: 2013-05-02Bibliographically approved

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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • harvard-cite-them-right
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • sv-SE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • de-DE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf