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|Title:||Emotion in learning: a neglected dynamic|
|Citation:||Cornerstones of Higher Education 2000; 22:86-99|
|Publisher:||Higher Education Research and Development Society of Australasia|
|School/Discipline:||Pro Vice-Chancellor (Learning and Quality)|
|Abstract:||Learning environments are social environments, and learners are highly complex beings whose emotions interact with their learning in powerful ways. To value the learner is to value the whole person, not just the intellect. In this paper, a model of emotion in learning is developed which illustrates the role of emotion in establishing and maintaining identity and self-esteem in learning situations. From the standpoint of psycho-analytic and social constructionist theory, it is argued that the disposition to learn has its basis in social relationships. Arising from those relationships are the emotions of pride and shame which play a key role in the development of identity and self-esteem. The dynamics of pride and shame and identity, in the context of experiences of success and failure, may dispose students to act positively or negatively towards learning. The theory is illustrated in the experiences of students in mathematics classrooms from primary to tertiary level. These experiences indicate that emotion is constitutive of learning, and merits greater consideration in learning theory.|
|Appears in Collections:||Centre for Learning and Professional Development publications|
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