By Peter Lang, Isabel Menezes
Affective schooling may be outlined as that a part of the academic method which matters itself with the attitudes, emotions, ideals and feelings of scholars. significant to the concept that is the acknowledgement that student's emotions approximately themselves as inexperienced persons and approximately their educational topics will be not less than as influential as their real skill. This assortment positive factors the paintings of members from international locations corresponding to Belgium, Denmark, Russia, Germany, Israel, Spain and the united kingdom. It indicates how the sensible method of affective schooling varies from country to kingdom. by way of studying the underlying thought, this article units out to deliver the various techniques nearer jointly, to let academics around the continent to paintings in the direction of a good universal flooring.
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Extra resources for Affective education: a comparative view
Ecole des Parents et des Educateurs de Belgique (EPE), Place des Acacias, 14, B 1040 Brussels. Fondation Roi Baudouin, Rue de Brederode, 21, B 1000 Brussels. Hopital Psyehogeriatrique Le Peri, 4 bis, Montagne Sainte Walburge, 4000 Liege. Infor Jeunes, Grasmarkt, 27, B 1000 Brussels. Ligue de 1'Enseignement et de 1'Education Permanente, Place Rouppe, 29, B 1000 Brussels. Office de la Naissance et de 1'Enfance (ONE), Avenue de la Toison d'Or, 84-86, B 1060 Brussels. Universite des Ames, Sentier du Goria, 8, B 1348 Louvain-la-Neuve.
Empirical measurement of affective education Is affective education measurable? Can its objectives be tested as to whether they have been achieved or not, or to what extent they have been achieved? A very promising approach is the concept of classroom environment. Dreesmann offers three different perspectives of it (Dreesmann, 1982): • the objective environment (such as the number of pupils, learnin material, observable behaviour) • the individual subjective reality (how the individual pupil perceiv and assesses the objective environment) AFFECTIVE EDUCATION IN • the collective subjective reality (that part of individual experience which is shared by all or most others) Both the individual as well as the collective subjective realities are of great importance for affective education.
In a series of studies concerning children's fears, classical fairy-tales (both 1995) and children coping with the separation or divorce of their parents (in preparation), I have devised a series of frameworks for the content analysis of stories. These analyses should help parents, teachers and counsellors to reflect on the educational value of stories they are going to tell to their children, pupils or clients and to analyse the content of the discussions they are conducting with the children in order to stimulate their personal growth.
Affective education: a comparative view by Peter Lang, Isabel Menezes