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 _______________________________________________ xmca mailing list xmca@weber.ucsd.edu http://dss.ucsd.edu/mailman/listinfo/xmca
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