By Kirsi Tirri, Elina Kuusisto
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Extra resources for Interaction in Educational Domains
1974). Essentials of learning instruction. Hinsdale, IL: Dryden Press. Gallagher, S. (2005). How the body shapes the mind. Oxford: Oxford University Press. Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books. , & Mälkki, K. (2013). Critique, reflection and ontological insecurity. Manuscript submitted for publication. Habermas, J. (1988). On the logic of social sciences (S. Nicholsen & J. ). Oxford: Polity Press. Illeris, K. (2002). The three dimensions of learning.
Various critically reflexive positions require complex judgments and emotional engagement. Tutors can take students to the edge zone by working with emotionally-charged issues that challenge the students and that also have the potential to result in the reconstruction of their perceptions and beliefs. 32 THE WIDER PROJECT OF HIGHER EDUCATION? Teachers can purposefully approach the edge zone by pre-locating difficult, complex emotional topics at the edge of the students’ comfort zone. Topics might include: 1.
Nevertheless, the oppositional relationship of affect and reason limits integrative thinking about the learning experience. Feminist writers such as Boler (1999) have expounded on this issue by problematizing the splitting and privileging of the rational over the affective. Despite the central underpinnings of emotions in outdoor education programs in the early 1900s, and the broader influence on emotionality in learning and teaching by educational thinkers (Bloom et al. , Light & Cox 2001; Ramsden 2003; Biggs 2003).
Interaction in Educational Domains by Kirsi Tirri, Elina Kuusisto