Acknowledging the affective in higher education
Acknowledging the affective in higher education
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DOI：
10.1080/01411920701208415
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发表时间：
2007-04-01
影响因子：
2.3
通讯作者：
Smith, Karen
中科院分区：
文献类型：
--
作者：
Beard, Colin;Clegg, Sue;Smith, Karen
本文认为，我们需要更丰富的学生情感和具体化自我的概念，以及更清晰的情感在教育遭遇中的作用的理论化。目前，高等教育对这些领域的研究和理论都不足。文章的第一部分探讨了情感的文献。第二篇报道的是一个案例研究，旨在描绘学生在大学第一年的情感旅程。这些数据强调了人际关系、学生一年中情绪的变化、他们对学业的看法以及对大学生活的理解的重要性。文章的结论是，理解教学遭遇和学生生活世界中的情感维度是很重要的，并且有可能在不陷入治疗性话语的情况下做到这一点。
This article argues that we need richer conceptions of students as affective and embodied selves and a clearer theorisation of the role of emotion in educational encounters. These areas are currently under-researched and under-theorised in higher education. The first part of the article explores the literature on emotion. The second reports on a case study which aimed to map students' emotional journeys over their first year at university. These data highlight the importance of relationships, students' changing emotions over the year, their perceptions of their academic studies and understandings of life at university. The article concludes that it is important to understand the affective dimension in pedagogic encounters and the lifeworld of students, and that it is possible to do so without a collapse into therapeutic discourses.