How Emotions Are Developed: Insights From Vygotsky’ and Leontiev’s Works

Ahrens, Andreas; Zaščerinska, Jeļena; Filimonova, Daria; Bikova, Anastasija

doi:10.17770/sie2023vol2.7116

Cited by 3 publications

(3 citation statements)

References 12 publications

(18 reference statements)

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“…Therefore, the novel framework of sustainability values cannot fully be adapted to children education. Both andragogy and pedagogy recommend a gradual implementation of the educational process in certain sequence (Ahrens, Zascerinska, Filimonova, & Bikova, 2023). Conventionally, the educational process is built in an ascending manner: from the simple to the complex, and from the easy to the difficult.…”

Section: Discussionmentioning

confidence: 99%

Sustainability Values: A Comprehensive Framework for Adult Education

Ahrens,

Dzerviniks,

Skromule

et al. 2024

SIE

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Sustainability means prioritising the needs of all life forms and of the planet by ensuring that human activity does not exceed planetary boundaries. Adult education plays an important role in empowering adult learners to foster sustainability and its values. Sustainability competence is guided by sustainability values. Competence is considered as an educational category, thereby adult education is aimed at infusing sustainability values into adult learning. However, sustainability values are an under-explored area in scientific literature. Only sustainability values for children have been listed. The aim of this research is to analyse sustainability values in scientific literature underpinning the creation of a framework of sustainability values to be embedded into adult education. The exploratory research is employed in this work as there is no well-defined framework of sustainability values. Scientific literature review as a method of investigation is deployed. Obtained data are processed via content analysis. A novel framework of inter-related sustainability values was created. The novel framework is based on the principles of interconnectedness and interdependency of sustainability values. The framework categorizes sustainability values from the external and internal perspectives. A new research question has been formulated: What are modern methods to foster adult learners’ sustainability values?

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Section: Discussionmentioning

confidence: 99%

Sustainability Values: A Comprehensive Framework for Adult Education

Ahrens,

Dzerviniks,

Skromule

et al. 2024

SIE

Self Cite

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“…Intrapersonal Interpersonal Aspect Socio-emotional skills (Danner, Lechner, & Spengler, 2021) Cognition-emotion interaction (Pessoa & Pereira, 2013) In education, the individual emotions of teachers and learners can be different and even contradictory in one and the same situation (Leont'ev, 1978;Ahrens & Zascerinska, 2022). The complexity of emotions in education is increased by different and contradictory emotions between the teacher and learners or, in other words, from the interpersonal perspective (Ahrens, Zascerinska, Filimonova, & Bikova, 2023).…”

Section: Perspectivementioning

confidence: 99%

Emotions in Education 2050: A Forecasting Exercise

Ahrens,

Zascerinska,

Bikova

et al. 2024

EID

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Prediction on emotions in Education 2050 is both an important problem and a guiding force behind the search for the inter-connections that underlie natural and social phenomena. The aim of this work is to analyse the links and regularities between emotions and Education 2050. The present research is prognostic. The methodology in the present work is forecasting. The method of trend analysis, based on expert opinion investigation, was deployed. The research showed the trend - the emotions’ shift from a psychological phenomenon to the educational category. The trend is based on the analysis of experts’ opinions about the incorporation of “emotional skills” into Education 2050. The forecast for the inter-connections between emotions in Education 2050 is that emotional skills will play the key role in future education as emotions are the drivers of the educational process. During the educational process emotional skills are processed via cognitive evaluation, and, therefore emotional skills become the output/outcome/result of the educational process. Emotional skills will require further investigation of their sub-skills, structure and developmental dynamics. The novel contribution of this research is that the analysis of experts’ opinions is revealed as well as trend and forecast for emotions in Education 2050 are proposed.

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“…There is a good reason for each of the basic emotions, both positive and negative (Kennedy, 2021) (Halton, 2021). In education, neutral emotions relate to quasi-emotions (Ahrens, Zascerinska, Filimonova, & Bikova, 2023).…”

Section: They Build Resiliencementioning

confidence: 99%

Emotions’ Categorization for a Better Education

Ahrens,

Zascerinska,

Bikova

et al. 2023

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Education can be enhanced via the application of the categorization method. Emotions’ categorization has been well addressed by the scientific community. However, research on emotions carried out in different disciplines enriches the existing knowledge with new findings and novel scientific contributions. The research aims at analysing scientific literature on emotions’ categories underpinning the elaboration of implications for educational practice. The method of categorization of the descriptive research is leveraged in this work for the characterisation of educational practice. Theoretical analysis allows concluding that emotions and education are linked. Emotions, being the innate part of an individual, drive the educational process. The educational process, built on the understanding of emotions as a cognition product, facilitates the development of individual’s emotions. The educational process is implemented in three phases, namely teaching, peer-learning, and learning. Each phase of the educational process has its own objective upon the development of education actors’ emotions. Organisation of only one or two phases of the educational process while omitting the other phase(s) leads to the imbalance of individual’s emotions. Quality of education is influenced by education actors’ emotions. Consequently, external and internal regulation of education actors’ emotions within the educational process might impact the quality of education

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How Emotions Are Developed: Insights From Vygotsky’ and Leontiev’s Works

Cited by 3 publications

References 12 publications

Sustainability Values: A Comprehensive Framework for Adult Education

Sustainability Values: A Comprehensive Framework for Adult Education

Emotions in Education 2050: A Forecasting Exercise

Emotions’ Categorization for a Better Education

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