Compassionate anger as a mobilizer for social justice: feelings application in curriculum design.

Autor/inn/en	Cho, Jeasik; Kim, Jeong-Hee
Titel	Compassionate anger as a mobilizer for social justice: feelings application in curriculum design.
Quelle	In: Journal of curriculum studies, 54 (2022) 4, S. 466-485Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Illustrationen; Literaturangaben S. 483-485
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2021.2009578
Schlagwörter	Erziehungsziel; Einfühlung; Wut; Curriculum; Curriculumentwicklung; Erziehungsziel; Einfühlung; Wut; Soziale Gerechtigkeit; Curriculum; Curriculumentwicklung; Soziale Gerechtigkeit
Abstract	While learning a broad sense of compassion (feeling/being kind), students are seldom given a sustained opportunity to learn why they feel angry at the suffering of the other and what to do with that anger. Prosocial anger that adheres to compassion is not deemed as official affective knowledge in schools. While defining compassion as a virtue, this paper conceptualizes compassionate anger as a mobilizer for social justice. Becoming empathetic towards the suffering of the other is, and should be, one of the core educational goals in the era of a pandemic and the Black Lives Matter movement. To this end, by examining the interaction between compassion as an ontological virtue and anger as an emotion, which is a somewhat paradoxical relationship, this paper theoretically juxtaposes compassion with four prosocial angers (impersonal, defensive, Aristotelean, and political) to construct four curriculum approaches to social justice (conservative, experiential, rational, and emancipatory).
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2023/1