The role of emotions in the learning process: a miracle of socio-economic education
DOI:
https://doi.org/10.69821/constellations.v4i1.93Keywords:
Emotional education, Emotional intelligence, School climate, Self-regulation, Teacher empathyAbstract
This article examines the essential paper of emotions in the teaching-learning process from the perspective of socio-economic education. Through a qualitative documentary review, it is argued that emotions are not their peripheral aspects, but rather central elements that affect cognitive processes such as attention, memory and motivation. Identify five themes: the relationship between emotion and cognition; the loss of socio-economic skills such as empathy, self-consciousness and self-regulation; the influence of the environmental climate of the room; the availability of economically competent training courses; and the paper of educational policies in the integration of these institutions. If an emotionally positive environment improves comfort and performance, it will limit significant learning. The educational role is significant as an active mediator, more than just the transmission of content. To finalize, consider the traditional educational model to address the economic dimension and propose to incorporate transversal education into the curriculum, educational training and school management. This integration is urgent to build more empathetic, human and effective educational systems
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