Emotion- in learning
Though my understanding of this week's reading is very limited, at least, it gave me some food for thoughts especially concerning roles of emotion either among students in learning/teaching contexts.
Emotion is so central and critical characteristics of human beings that I cannot think of any way that a human being learns, grows, and develops detached from being emotional. Though cognitive aspects are also stressed in conceptual change, I believe that one's emotional arousal or state would function either as detrimental or helpful in one's learning. I thought about how 'emotion' has been used and actually taken into account as a separate construct in the educational psychology field, and came up with that social support or student engagement, along with perspective-taking all have emotional or affective subscale in conceptualizing and measuring the constructs. That being said, when we function or get triggered with any intellectual stimuli, our emotions can play roles in some ways, which I feel fascinating to dig into.
I remember that I learned in a psychology course in my undergraduate years that some people are prone to learn better when they are in relatively down moods, while other people can focus and learn more efficiently in their relatively hyper moods depending on their characters. I thought it made sense at least based on my experience that I also found learning and emotional arousal state are meaningfully related.
Along with our course, I am thinking if there's any way that I can incorporate the understanding of ZPD with emotion in learning/teaching contexts. I also recall that ZPD is confined to contexts of understanding certain concepts and knowledge that eventually learners can proactively make them useful tools to control their lives. How about emotional regulation or proactively using their emotion in a way to contribute to their learning or teaching? Can we think of any situations where one "develops" in terms of emotional maturity or regulation abilities as an outcome of processing ZPD?
Emotion is so central and critical characteristics of human beings that I cannot think of any way that a human being learns, grows, and develops detached from being emotional. Though cognitive aspects are also stressed in conceptual change, I believe that one's emotional arousal or state would function either as detrimental or helpful in one's learning. I thought about how 'emotion' has been used and actually taken into account as a separate construct in the educational psychology field, and came up with that social support or student engagement, along with perspective-taking all have emotional or affective subscale in conceptualizing and measuring the constructs. That being said, when we function or get triggered with any intellectual stimuli, our emotions can play roles in some ways, which I feel fascinating to dig into.
I remember that I learned in a psychology course in my undergraduate years that some people are prone to learn better when they are in relatively down moods, while other people can focus and learn more efficiently in their relatively hyper moods depending on their characters. I thought it made sense at least based on my experience that I also found learning and emotional arousal state are meaningfully related.
Along with our course, I am thinking if there's any way that I can incorporate the understanding of ZPD with emotion in learning/teaching contexts. I also recall that ZPD is confined to contexts of understanding certain concepts and knowledge that eventually learners can proactively make them useful tools to control their lives. How about emotional regulation or proactively using their emotion in a way to contribute to their learning or teaching? Can we think of any situations where one "develops" in terms of emotional maturity or regulation abilities as an outcome of processing ZPD?
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