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.
On 6/12/06, Andy Blunden <email@example.com> wrote:
> Mike Cole said:
> >This "something magical" certainly is very important in our afterschool
> >work. It includes not only the experience and good will of those
> >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
> 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?
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