Affective Education: A Comparative View by Peter Lang

By Peter Lang

Affective schooling will be outlined as that a part of the tutorial procedure which issues itself with the attitudes, emotions, ideals and feelings of scholars. important to the concept that is the acknowledgement that student's emotions approximately themselves as rookies and approximately their educational topics should be no less than as influential as their genuine skill. This assortment positive aspects the paintings of members from nations resembling Belgium, Denmark, Russia, Germany, Israel, Spain and the united kingdom. It exhibits how the sensible method of affective schooling varies from kingdom to kingdom. by means of studying the underlying conception, this article units out to carry different methods nearer jointly, to let academics around the continent to paintings in the direction of a favorable universal flooring.

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Another network is organized by the town councils. Despite the similarity of formal and informal education in the different parts of Belgium and given the complexity of affective education in different settings, this chapter refers only to curricula, programmes and interventions which are conducted in the French-speaking part of Belgium. AFFECTIVE EDUCATION IN SCHOOLS Day care centres, nursery schools, kindergartens, primary and secondary schools do not only focus their efforts on cognitive development and scholastic achievement, but affective education is recognized as an important part of the curriculum.

There can be no doubt therefore that affective objectives are of significance, not only for the well-being of the pupils, but for their academic performance as well. But there are no subjects called 'personal development' or 'relating to others'. How are these objectives taught? 3 THE PRACTICE OF AFFECTIVE EDUCATION IN GERMAN SCHOOLS Social learning always takes place, but it should not be governed merely by subject matter, the topic at hand, and the situation as defined by didactic and methodological considerations, and certainly not by evaluation rituals, but rather by the behaviours deemed necessary for society and a humanitarian school.

People watching the video are first asked to rely on their naive and implicit theories. These are further expanded by the concepts and observations presented as the video progresses. Some of the sequences concern the main features of conducting a discussion in small groups of children; other sequences refer to the development of children's prosocial moral reasoning. Children's stories and films designed for children (see Chapter 19, by Vandenplas-Holper and Ghysselinckx-Janssens) are fascinating material which can be used to stimulate affective development.

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