Journal title EDUCATION SCIENCES AND SOCIETY
Author/s Francesco Paolo Romeo
Publishing Year 2022 Issue 2022/2 Language Italian
Pages 16 P. 297-312 File size 0 KB
DOI 10.3280/ess2-2022oa14333
DOI is like a bar code for intellectual property: to have more infomation
click here
FrancoAngeli is member of Publishers International Linking Association, Inc (PILA), a not-for-profit association which run the CrossRef service enabling links to and from online scholarly content.
We usually think that emotional and cognitive are disjoint dimensions of existence. In reality, evolutionary studies explain how our affectivity is inextricably linked to cognition, since the “form” that the physiological and motor responses of the person assume within a social context - we can call it emotions -, is nothing else that a cognitive evaluation of the stimuli coming from the context governed, at a very early stage of life, by the caregiverof reference. In a time when in the West the crisis of educational agencies has reached an emergency phase and we are witnessing an often unproductive investment in the cognitive dimension of the student, the article offers a theoretical-methodological framework to understand the reasons why the school should more intentionally to grasp the emotional dimension of the curriculum and cultivate in the student that fundamental internal trust to re-initiate passionate explorations in the areas of knowledge that can reveal the personal vocations of each and at the same time prevent conditions of youth discomfort or more serious moments of “emptiness” existential in the face of massive traumas such as the pandemic and the current war emergency.
Keywords: ; Cognitive-centric drift of didactic; Educational-parental emergency; Emotional and socio-relational disabilities in developmental age; Emotional availability; Culture of affectivity at school
Francesco Paolo Romeo, Disponibilità emozionale dell’insegnante, didattica inclusiva e cultura dell’affettività a scuola in "EDUCATION SCIENCES AND SOCIETY" 2/2022, pp 297-312, DOI: 10.3280/ess2-2022oa14333