For goodness sake lets agree that we are not talking about the biochemistry
of
emotion, but of emotion as a bio-social-cogntive aspect of human functioning
that
is integral to human functioning in the world!
The self-recognition/identity process in the case of Franklin seems key to
me
as well. Why couldn't he construct that self-knowledge-memory-recognition
from
an other's description and several others' abandonment of him a few moments
earlier
but could when drawn into the play? That seems to me a crucial question.
mike
On 6/14/06, deborah downing-wilson <ddowningw@gmail.com> wrote:
>
> I agree. like most of us just starting out I've been struggling with the
> emotional element - trying to come at it from as many angles as possible -
> I
> like Plotkin's speculation that the emotional intensity of the
> parent-child
> relationship suggests emotion has a place in the deliberate passing of
> information to the next generation - it seems fitting that it has a
> special
> place in all learning. We certainly do a lot of whooping and cheering
> when
> our babies/children learn somehting new. Damasio's work is also
> interesting
> - like others he argues that emotions are socially constructed - but turns
> the idea around. Instead of being expressions of inner feelings, the
> learned social response (smile) engenders inner subjective feelings
> (joy). can
> we capture and explore these events within the zoped? can we create
> contexts that encourage emotional envolvement? Paley seemed to do it with
> Franklin - but she and Franklin had a long history together - built trust.
> so many questions. no time.
>
> Deb
>
>
>
> On 6/14/06, Andy Blunden <ablunden@mira.net> wrote:
> >
> > I can't explain Deborah. This is just something I've heard about in the
> > media. I hesitate to say any more and only further display my ignorance.
> I
> >
> > only know that when you learn something and you get a big emotional hit
> at
> > the same time, positive or negative, you're not going to forget it.
> > Learning is not a totally 'platonic' process is it - *something* changes
> > in
> > our body when we acquire habits.
> >
> > Andy
> >
> > At 09:26 PM 13/06/2006 -0700, you wrote:
> > >biochemical affect? please explain.
> > >
> > >On 6/13/06, Andy Blunden <ablunden@mira.net > wrote:
> > >>
> > >>Well I think it would be superficial to stop at emotion (though at a
> > very
> > >>basic level the experience of emotion is intuitively accessible and
> > >>telling). I think emotions only make sense if we have a handle on
> > identity
> > >>and however we understand what it is that it means to "do" something,
> to
> > >>be
> > >>an actor in the world. If we leave emotion at the level of biochemical
> > >>affect we surely have no real way of connecting it with learning. Why
> > was
> > >>Franklin delighted when he saw that he was the star in this little
> play?
> > >>How did he recognise that it was himself?
> > >>Andy
> > >>At 07:37 AM 13/06/2006 -0700, you wrote:
> > >> >My guess is that it is recriprocal emotionality, Andy. A particular
> > kind
> > >> >of difference that makes a difference.
> > >> >What were people feeling when everyone turned to Franklin as they
> > >> >recognized Vivian "being" Franklin? What
> > >> >did they feel when he slapped his knee and said. "You got it just
> > >> >right"? And what did he feel? Certainly not bad,
> > >> >judging from the evidence.
> > >> >
> > >> >And what was THE cause of this convergence of positive affect? Its
> in
> > the
> > >> >intricacies of the answer to that question
> > >> >that we need a Zo to help us understand.
> > >> >mike
> > >> >
> > >> >On 6/12/06, Andy Blunden <<mailto: ablunden@mira.net>
> ablunden@mira.net
> > >
> > >>wrote:
> > >> >>Mike Cole said:
> > >> >> >[snip]
> > >> >> >This "something magical" certainly is very important in our
> > >>afterschool
> > >> >> >work. It includes not only the experience and good will of those
> > >>involved,
> > >> >> >but also strong emotional bonds that grow between undergrads,
> kids
> > and
> > >> >> >staff. -- almost a kind of emotional flow.
> > >> >>
> > >> >>Mike, this "something magical" seems to be the emotional hit that
> > both
> > >> >>learner and teacher get when the learner makes a breakthrough in
> > >>learning
> > >> >>and development, doesn't it? I remember hearing stuff in the media
> > which
> > >> >>went to the neurological basis of how emotions reinforce learning,
> > and I
> > >> >>understand it is a regular part of sports coaching nowadays to
> > >>deliberately
> > >> >>manipulate the emotional experiences of performers when they do a
> > thing
> > >> >>right or do it wrong supposedly to bring about neurological changes
> > >>which
> > >> >>will attract or repel repetitions of the action.
> > >> >>
> > >> >>It always seemed to me that in our theory of the use of artefacts
> > this
> > >> >>emotional loading tends to be overlooked, and yet that is surely
> > exactly
> > >> >>what is magical?
> > >> >>
> > >> >>
> > >> >>Andy
> > >> >>
> > >>
> > >>Andy Blunden, for Victorian Peace Network, phone +61 3 9380 9435
> > >>Global Justice Tours: http://ethicalpolitics.org
> > >>
> > >>_______________________________________________
> > >>xmca mailing list
> > >>xmca@weber.ucsd.edu
> > >>http://dss.ucsd.edu/mailman/listinfo/xmca
> > >
> > >
> > >
> > >--
> > >Deborah Downing-Wilson
> > >_______________________________________________
> > >xmca mailing list
> > >xmca@weber.ucsd.edu
> > >http://dss.ucsd.edu/mailman/listinfo/xmca
> >
> > Andy Blunden, for Victorian Peace Network, phone +61 3 9380 9435
> > Global Justice Tours: http://ethicalpolitics.org
> >
> > _______________________________________________
> > xmca mailing list
> > xmca@weber.ucsd.edu
> > http://dss.ucsd.edu/mailman/listinfo/xmca
> >
>
>
>
> --
> Deborah Downing-Wilson
> _______________________________________________
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>
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