The relation between emotions and cognitive learning processes in the light of complex thinking
Based on the traditional paradigm, school and community still experience dichotomies, such as knowledge/affection and reason/emotion, (MORAES; NAVAS, 2010). According to the authors, the learning process still undervalues emotions, feelings, creativity and skills. The result of such process is a fra...
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| Format: | Article |
| Language: | English |
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Pontifícia Universidade Católica de São Paulo
2014-11-01
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| Series: | The ESPecialist: Research in Language for Specific Purposes |
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| Online Access: | https://revistas.pucsp.br/index.php/esp/article/view/21307 |
| Summary: | Based on the traditional paradigm, school and community still experience dichotomies, such as knowledge/affection and reason/emotion, (MORAES; NAVAS, 2010). According to the authors, the learning process still undervalues emotions, feelings, creativity and skills. The result of such process is a fragmented whole, a disintegrated apprentice who is unaware of his emotions. According to Moraes (2004b), in an attempt to overcome such fragmentation, complex thinking proposes that pupils be understood under a whole and complex point of view. Therefore, the primary objective of this study is to outline the relation between emotions and cognitive processes according to complex thinking (MORIN, 1995). |
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| ISSN: | 0102-7077 2318-7115 |