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Wednesday, August 5, 2015

Emotions and Academia

Inside Out: What Universities Can Learn from Pixar about Emotions

Emma Jones | July 31, 2015

...In fact, Inside Out follows more recent philosophical and scientific thinking in ascribing a value and importance to emotions. Although there are differing theories on this, the general approach typified by neuroscientist Antonio Damasio is to view emotions as inextricably entwined with cognition and reason. Some researchers, such as psychologist Richard Lazarus viewed emotions as an actual part of cognition and reason. According to these theories, emotions are no longer seen as close to the bottom of the mind’s hierarchy, instead, they are being acknowledged as an essential part of its workings.


<more at; related links: Colin Beard, Sue Clegg and Karen Smith. Acknowledging the affective in higher
education. British Educational Research Journal. Vol. 33, No. 2, April 2007, pp. 235–252. [Abstract: 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.] and (Mr. Rostan at the Movies: “Inside Out” and Pixar’s Ambitions. June 19, 2015)>

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