Emotional Education Discourses: Between Developing Competences and Deepening Emotional (Co-)Understanding

Renata Góralska

doi:10.18778/1733-8077.16.1.08

Authors

Renata Góralska University of Lodz, Poland https://orcid.org/0000-0002-0794-8609

DOI:

https://doi.org/10.18778/1733-8077.16.1.08

Keywords:

Education, Discourse, Technological-Instrumental Education, Humanistic-Critical Education, Emotional Education, Emotional Competences

Abstract

The article addresses an issue important in educational sciences which is emotional education understood as an activity for human emotional development. It is important in the context of lifelong learning, that is, both for the functioning of children and young people at school and for the lifelong learning of adults. Emotional education plays a significant role in the development of pro-social attitudes, the functioning of individuals in the local community, and in the building of civil society. Owing to the fact that the objectives of education and the principles of their implementation in educational practice are based on different theoretical assumptions, two different approaches to emotional education were distinguished, that is, technological-instrumental and humanistic-critical. There are clear and significant differences between those two perspectives, and not only in the way they conceptualize and explain “emotional education.” The two singled out approaches have consequences for educational policy and pedagogical practice. The aim of the article is to characterize both of the theoretical perspectives at hand and to indicate their implications for pedagogical activities.

Downloads

Download data is not yet available.

Author Biography

Renata Góralska, University of Lodz, Poland

Renata Góralska, PhD in humanities, an Assistant Professor at the Department of Theory of Education, Faculty of Educational Sciences, University of Lodz. Her research and publications focus on the theory of education, university didactics, and pedeutology. She conducts research on the issues of emotional aspects of educational processes. Her recent research projects focus on the emotional dimension of teachers’ work.

References

Alheit, Peter. 2009. “Całożyciowe uczenie się i kapitał społeczny [Lifelong Learning and Social Capital].” Teraźniejszość – Człowiek – Edukacja 4(48):7-23.
Google Scholar

Biesta, Gert J. J. 2010. Good Education in an Age of Measurement: Ethics, Politics, Democracy. London: Paradigm Publishers.
Google Scholar

Biesta, Gert J. J. 2013. Beautiful Risk of Education. London: Routledge Taylor & Francis Group.
Google Scholar

Boler, Megan. 1999. Feeling Power: Emotion and Education. New York: Routledge.
Google Scholar

Denzin, Norman K. 1984. On Understanding Emotion. San Francisco: Jossey Bass.
Google Scholar

Dietel, Sylvana. 2013. “Wymiary emocji i ich znaczenie w edukacji dorosłych [Dimensions of Emotions Relevance for Adult Education].” Dyskursy Młodych Andragogów 14:61-73.
Google Scholar

Fenstermacher, Gary D. and Jonas F. Soltis. 2000. Style nauczania [Approaches to Teaching]. Warsaw: WSiP.
Google Scholar

Giroux, Henry A. 2010. “Teoria krytyczna i racjonalność w edukacji obywatelskiej [Critical Theory and Rationality in Civic Education].” Pp. 149-184 in Edukacja i sfera publiczna. Idee i doświadczenia pedagogiki radykalnej [Education and the Public Sphere. Ideas and Experiences of Radical Pedagogy], edited by H. Giroux and L. Witkowski. Cracow: Oficyna Wydawnicza “Impuls.”
Google Scholar

Goleman, Daniel. 1995. Emotional Intelligence: Why It Can Matter More Than IQ. New York: Bantam Books.
Google Scholar

Gordon, Steven. 1981. “The Sociology of Sentiment and Emotion.” Pp. 562-592 in Social Psychology. Sociological Perspectives, edited by M. Rosenberg and R. H. Turner. New York: Basic Books.
Google Scholar DOI: https://doi.org/10.4324/9781315129723-18

Góralska, Renata. 2012. “Inteligencja emocjonalna a/i kompetencje emocjonalne [Emotional Intelligence and/or Emotional Competences].” Pp. 81-108 in Kompetencje emocjonalne nauczyciela [Emotional Competences of the Teacher], edited by J. Madalińska-Michalak and R. Góralska. Warsaw: Wolters Kluwer.
Google Scholar

Góralska, Renata. 2016. “Kapitał emocjonalny w perspektywie całożyciowego uczenia się: ujęcie adaptacyjne versus krytyczne [Emotional Capital from the Perspective of Lifelong Learning: Adaptive versus Critical Approach].” Rocznik Andragogiczny (23):33-48.
Google Scholar DOI: https://doi.org/10.12775/RA.2016.004

Góralska, Renata. 2018. “Kultura emocjonalna. W poszukiwaniu nowych ujęć praktyki szkolnej” [Emotional Culture. In Search of New Shots of School Practice]. Rocznik Pedagogiczny (41):63-79.
Google Scholar DOI: https://doi.org/10.2478/rp-2018-0005

Grzegorzewska, Iwona. 2012. “Emocje w procesie uczenia się i nauczania [Emotions in the Process of Learning and Teaching].” Teraźniejszość – Człowiek – Edukacja 1(57):39-48.
Google Scholar

Hargreaves, Andy. 1998. “The Emotional Practice of Teaching.” Teaching and Teacher Education 14(8):835-854.
Google Scholar DOI: https://doi.org/10.1016/S0742-051X(98)00025-0

Hargreaves, Andy. 2001. “The Emotional Geographies of Teaching.” Teachers’ College Record 103(6):1056-1080.
Google Scholar DOI: https://doi.org/10.1111/0161-4681.00142

Illeris, Knud. 2006. Trzy wymiary uczenia się. Poznawcze, emocjonalne i społeczne ramy uczenia się [Three Dimensions of Learning. Cognitive, Emotional, and Social Learning Frameworks]. Wroclaw: Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej.
Google Scholar

Jarvis, Peter. 2012. “Transformatywny potencjał uczenia się w sytuacjach kryzysowych [Transformative Potential for Learning in Crisis Situations].” Teraźniejszość – Człowiek – Edukacja 3(59):127-135.
Google Scholar

Klus-Stańska, Dorota. 2018. Paradygmaty dydaktyki. Myśleć teorią o praktyce [Teaching Paradigms. Thinking with Theory about Practice]. Warsaw: Wydawnictwo Naukowe PWN.
Google Scholar

Knopp, Katarzyna. 2010. Inteligencja emocjonalna oraz możliwości jej rozwijania u dzieci i młodzieży [Emotional Intelligence and the Possibilities for Its Development in Children and Young People]. Warsaw: Wydawnictwo Uniwersytetu Kardynała Stefana Wyszyńskiego.
Google Scholar

Kopciewicz, Lucyna. 2011. Nauczycielskie poniżanie. Szkolna przemoc wobec dziewcząt. [Teacher Humiliation. School Violence against Girls]. Warsaw: Difin.
Google Scholar

Kwieciński, Zbigniew. 2019. “Edukacja w galaktyce znaczeń [Education in a Galaxy of Meanings].” Pp. 41-53 in Pedagogika. Podręcznik akademicki [Pedagogy. An Academic Handbook], edited by Z. Kwieciński and B. Śliwerski. Warsaw: Wydawnictwo Naukowe PWN.
Google Scholar

Malewski, Mieczysław. 2019. “Andragogika [Andragogy].” Pp. 391-404 in Pedagogika. Podręcznik akademicki [Pedagogy. An Academic Handbook], edited by Z. Kwieciński and B. Śliwerski. Warsaw: Wydawnictwo Naukowe PWN.
Google Scholar

Matczak, Anna and Katarzyna A. Knopp. 2013. Znaczenie inteligencji emocjonalnej w funkcjonowaniu człowieka [The Importance of Emotional Intelligence in the Functioning of Man]. Warsaw: Liberi Libri.
Google Scholar

Mayer, John D. and Peter Salovey. 1995. “Emotional Intelligence and the Construction and Regulation of Feelings.” Applied and Preventive Psychology 4:197-208.
Google Scholar DOI: https://doi.org/10.1016/S0962-1849(05)80058-7

Mezirow, Jack. 2000. Learning as Transformation: Critical Perspectives on a Theory in Progress. San Francisco: Jossey Bass.
Google Scholar

Mezirow, Jack. 2003. “Transformative Learning as Discourse.” Journal of Transformative Education 1:58-63.
Google Scholar DOI: https://doi.org/10.1177/1541344603252172

Męczkowska, Astrid. 2003. “Kompetencja [Competence].” In Encyklopedia pedagogiczna XXI wieku [Pedagogical Encyclopaedia of the 21st Century], vol. II, edited by T. Pilch. Warsaw: Wydawnictwo Akademickie “Żak.”
Google Scholar

Mieszalski, Stefan. 2010. “Orientacje dydaktyczne [Teaching Orientations].” Chapter 10 in Pedagogika [ Pedagogy], vol. 4, Subdyscypliny i dziedziny wiedzy o edukacji [Subdisciplines and Fields of Knowledge about Education], edited by B. Śliwerski. Gdansk: Gdańskie Wydawnictwo Pedagogiczne.
Google Scholar

Potulicka, Eugenia. 2010. “Wolny rynek edukacyjny a zagrożenia dla demokracji” [ Free Education Market and Threats to Democracy].” Pp. 99-112 in Neoliberalne uwikłania edukacji [Neoliberal Entanglements of Education], edited by E. Potulicka and J. Rutkowiak. Cracow: Oficyna Wydawnicza “Impuls.”
Google Scholar

Potulicka, Eugenia and Joanna Rutkowiak. 2010. Neoliberalne uwikłania edukacji [Neoliberal Entanglements of Education]. Cracow: Oficyna Wydawnicza “Impuls.”
Google Scholar

Rutkowiak, Joanna. 2007. “Jednostka w projekcie ponowoczesnej formuły duchowości a neoliberalne upolitycznianie edukacji [An Individual in the Project of Post-Modern Formula of Spirituality v. the Neoliberal Politicization of Education].” In Edukacja. Moralność. Sfera publiczna [Education. Morality. Public Sphere], edited by J. Rutkowiak, D. Kubinowski, and M. Nowak. Lublin: Oficyna Wydawnicza “Verbena.”
Google Scholar

Saarni, Carolyn. 1999a. “Kompetencja emocjonalna i samoregulacja w dzieciństwie [Emotional Competence and Self-Regulation in Childhood].” Pp. 75-125 in Rozwój emocjonalny a inteligencja emocjonalna. Problemy edukacyjne [Emotional Development v. Emotional Intelligence. Educational Problems], edited by P. Salovey and D. J. Sluyter. Poznan: Dom Wydawniczy Rebis.
Google Scholar

Saarni, Carolyn. 1999b. The Development of Emotional Competence. New York: Guilford Press.
Google Scholar

Saarni, Carolyn. 2005. “Społeczny kontekst rozwoju emocjonalnego [The Social Context of Emotional Development].” Pp. 392-412 in Psychologia emocji [The Psychology of Emotions], edited by M. Lewis and J. M. Haviland-Jones. Gdansk: Gdańskie Wydawnictwo Psychologiczne.
Google Scholar

Szahaj, Andrzej. 2012. “Kultura upokarzania [The Culture of Humiliation].” Pp. 81-90 in Liberalizm, wspólnotowość, równość. Eseje z filozofii polityki [Liberalism, Community, and Equality. Essays in the Philosophy of Politics], edited by A. Szahaj. Torun: Nicolaus Copernicus University.
Google Scholar

Szahaj, Andrzej. 2013. “Za dużo polityków, za mało polityki [Too Many Politicians, Too Little Politics].” Kultura Współczesna 1(76):130-136.
Google Scholar

Szkudlarek, Tomasz. 2010. “Po co nam dzisiaj pedagogika krytyczna? [Why Do We Need Critical Pedagogy Today?].” Pp. 479-490 in Edukacja i sfera publiczna. Idee i doświadczenia pedagogiki radykalnej [Education and the Public Sphere. Ideas and Experiences of Radical Pedagogy], edited by H. A. Giroux and L. Witkowski. Cracow: Impuls.
Google Scholar

Śliwerski, Bogusław. 2010. “Pedagogika krytyczna widziana liberalnie. Glossa do książki H. A. Giroux i L. Witkowskiego [Critical Pedagogy Seen Liberally. Glosses to the Book by H. A. Giroux and L. Witkowski].” Pp. 491-504 in Edukacja i sfera publiczna. Idee i doświadczenia pedagogiki radykalnej [Education and the Public Sphere. Ideas and Experiences of Radical Pedagogy], edited by H. A. Giroux and L. Witkowski. Cracow: Impuls.
Google Scholar

Śliwerski, Bogusław. 2017. Meblowanie szkolnej demokracji [Furnishing School Democracy]. Warsaw: Wolters Kluwer.
Google Scholar

Śmieja, Magdalena and Jarosław Orzechowski (eds.). 2008. Inteligencja emocjonalna. Fakty, mity, kontrowersje [Emotional Intelligence. Facts, Myths, Controversies]. Warsaw: Wydawnictwo Naukowe PWN.
Google Scholar

Tedder, Michael and Gert Biesta. 2009. “Uczenie się bez nauczania? Potencjał i ograniczenia biograficznego uczenia się dorosłych [Learning without Teaching? The Potential and Limitations of Biographical Learning of Adults].” Teraźniejszość – Człowiek – Edukacja 2(46):19-35.
Google Scholar

Turner, Jonathan H. and Jan E. Stets. 2009. Socjologia emocji [The Sociology of Emotions]. Warsaw: Wydawnictwo Naukowe PWN.
Google Scholar

Wosik-Kawala, Danuta. 2013. Rozwijanie kompetencji emocjonalnych uczniów szkół ponadgimnazjalnych [Developing Emotional Competences of Senior High School Dtudents]. Lublin: Wydawnictwo UMCS.
Google Scholar

Wróbel, Monika. 2016. Zarażanie afektywne. O procesie transferu emocji i nastroju między ludźmi [Affective Contagion. On the Process of Transfer of Emotions and Mood between People]. Warsaw: Wydawnictwo Naukowe PWN.
Google Scholar

Zembylas, Michalinos. 2002. “‘Structures of Feeling’ in Curriculum and Teaching: Theorizing the Emotional Rules.” Educational Theory 52:187-208.
Google Scholar DOI: https://doi.org/10.1111/j.1741-5446.2002.00187.x

Zembylas, Michalinos. 2003. “Caring for Teacher Emotion: Reﬂections on Teacher Self-Development.” Studies in Philosophy and Education 22:103-125.
Google Scholar DOI: https://doi.org/10.1023/A:1022293304065

Zembylas, Michalinos. 2004. “The Emotional Characteristics of Teaching: An Ethnographic Study of one Teacher.” Teaching and Teacher Education 20(2):185-201.
Google Scholar DOI: https://doi.org/10.1016/j.tate.2003.09.008

Zembylas, Michalinos. 2005. “Beyond Teacher Cognition and Teacher Beliefs: The Value of Ethnography of Emotions in Teaching.” International Journal of Qualitative Studies in Education 18(4):465-487.
Google Scholar DOI: https://doi.org/10.1080/09518390500137642

Zembylas, Michalinos. 2007. “Emotional Capital and Education: Theoretical Insights from Bourdieu.” British Journal of Educational Studies 55(4):443-463.
Google Scholar DOI: https://doi.org/10.1111/j.1467-8527.2007.00390.x