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Educating Emotions
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Chapter 9 rehearses Aristotle’s somewhat unsystematic remarks about emotion education. Moreover, the chapter subjects to critical scrutiny six different discourses on emotion education in addition to Aristotle’s: care ethics; social and emotional learning; positive psychology; emotion-regulation discourse; academic-emotions discourse; and social intuitionism. Four differential criteria are used to analyse the content of the discourses: valence of emotions to be educated; value ontology; general aims of emotion education; and self-related goals. Possible criticisms of all the discourses are presented. Subsequently, seven strategies of emotion education (behavioural strategies; ethos modification and emotion contagion; cognitive reframing; service learning/habituation; direct teaching; role modelling; and the arts) are introduced to explore how the seven discourses avail themselves of each strategy. It is argued that there is considerably more convergence in the practical strategies than there is in the theoretical underpinnings of the seven discourses.
Title: Educating Emotions
Description:
Chapter 9 rehearses Aristotle’s somewhat unsystematic remarks about emotion education.
Moreover, the chapter subjects to critical scrutiny six different discourses on emotion education in addition to Aristotle’s: care ethics; social and emotional learning; positive psychology; emotion-regulation discourse; academic-emotions discourse; and social intuitionism.
Four differential criteria are used to analyse the content of the discourses: valence of emotions to be educated; value ontology; general aims of emotion education; and self-related goals.
Possible criticisms of all the discourses are presented.
Subsequently, seven strategies of emotion education (behavioural strategies; ethos modification and emotion contagion; cognitive reframing; service learning/habituation; direct teaching; role modelling; and the arts) are introduced to explore how the seven discourses avail themselves of each strategy.
It is argued that there is considerably more convergence in the practical strategies than there is in the theoretical underpinnings of the seven discourses.
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