Making Sense of the Complex Entanglement between Emotion and Pedagogy: Contributions of the "Affective Turn"

Autor/in	Zembylas, Michalinos
Titel	Making Sense of the Complex Entanglement between Emotion and Pedagogy: Contributions of the "Affective Turn"
Quelle	In: Cultural Studies of Science Education, 11 (2016) 3, S.539-550 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-014-9623-y
Schlagwörter	Affective Objectives; Affective Behavior; Affective Measures; Science Education; Science Instruction; Educational Practices; Educational Theories; Emotional Response; Emotional Intelligence; Politics of Education; Schematic Studies + Suchen Sie Ihr Suchwort? Affective disturbance; Active behaviour; Affektive Störung; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Bildungspraxis; Educational theory; Theory of education; Bildungstheorie; Emotionales Verhalten; Emotionale Intelligenz; Educational policy; Bildungspolitik; Schematheorie
Abstract	The purpose of this paper is to highlight three recent contributions of the affective turn: moving beyond the emotion/reason dichotomy; highlighting the politics of emotion and affect; and, strengthening the intersections of the psychic and the social. While these contributions are not necessarily paradigmatic of scholarship in the affective turn, they do highlight some important threads of thinking about affect theory in several fields of study, and thus they can be insightful in the context of science education as well. This discussion is motivated by the notion that science teaching and learning can benefit theoretically from these latest developments of affect theory. Although the question of why science teaching and learning has not paid so much attention to emotion and affect in the past is no less important, this paper will move past this in an effort to focus on the openings that are created for pedagogy in general. [This article draws on and expands material from the following papers: Theorizing "difficult knowledge" in the aftermath of the "affective turn": implications for curriculum and pedagogy in handling traumatic representations. "Curriculum Inquiry" (2014) (EJ1030574); "Reinstating or disrupting the dichotomy of reason/emotion in higher education? A historicized approach." Invited keynote address at the Higher Education Close-Up Conference 6, Rhodes University, Grahamstown, South Africa (July 12, 2012).] (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01