“The Heart Has Reasons That Reason Cannot Know”: Thinking, Feeling, and Willing in Learning

Blomberg, Doug

doi:10.1177/205699711301700105

Cited by 2 publications

(2 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Historically, universities have been the site for intellectual and logical reasoning, underscoring the pre-eminence of the Cartesian dualities of, for example, cognitive vs affective, mind vs body, and the gender split, rendering the context for higher learning devoid of feelings and passion (Blomberg, 2013;Leathwood & Hey, 2009;Varlander, 2008). Therefore the place of emotion in learning in higher education has been strongly impugned (Leathwood & Hey, 2009).…”

Section:  "And Even If You Know That You're Going To Encourage Themmentioning

confidence: 99%

Learning Profiles of Social Work Students: Who Are You and How Should This Influence My Teaching?

Dykes¹,

Green²

2015

SWORK

View full text Add to dashboard Cite

This qualitative study explores the impact of adverse childhood experiences (ACEs) of social work students on notions of students' learning profile. Data were obtained from both student and staff participants on third year level within the social work programme during the teaching of a particular module focusing on family wellbeing. The implications of strong reactions during teaching and learning are juxtaposed against the notions of students' learning profile and participants' teaching and learning suggestions. Several recommendations are made that have emerged from the study that attempt to relate to students' learning profile in social work professional learning. 577Social Work/Maatskaplike Werk 2015:51(4) LEARNING PROFILES OF SOCIAL WORK STUDENTS: WHO ARE YOU AND HOW SHOULD THIS INFLUENCE MY TEACHING?Glynnis Dykes, Sulina Green INTRODUCTIONInternationally, classrooms reflect an increasingly diverse world of differing ages, abilities, cultures, interests, motivations and difficulties (Rosslyn, 2004;Tomlinson, Brighton, Hertberg, Callahan, Moon, Brimijoin, Conover & Reynolds, 2003). The situation in South Africa is no different. The majority of South African students currently in higher education are first-generation (non-traditional) students commonly (and indiscriminately) described as underprepared, coming from impoverished backgrounds in terms of economic strength, poor schooling and socio-cultural resources, and using English as additional language (Bozalek, 2013;Carelse & Dykes, 2013;Collins & Van Breda, 2010;Hlalele, 2010;Smit, 2012).In order to facilitate learning for these diverse groups, it is vital to know who the adult learner is in terms of the role of personal circumstances in the learning endeavour, as well as to ascertain how adults learn (Merriam, Caffarella & Baumgartner, 2007;Ramsden, 1992). The current student profile at the university where the study was undertaken started to emerge during the 1980s, when the institution initiated an affirmative action admissions policy designed to broaden access particularly for students from all historically disadvantaged communities (Bozalek, 2013). For the non-traditional and adult learner, the concepts of self and self-directed learning are vital (HylandRussell & Groen, 2011) in that they feed into their individual learning approaches; this in turn advances the philosophy of learner-centredness (Wilcox, 1996).Learning styles have been variously defined in the literature. For this study the overall notion of learning profile will be used to refer to students' personal traits (such as biological, cultural and societal factors; emotional and social influences; academic record and learning preferences) that optimise the individual's learning (Powell & Kusuma-Powell, 2011;Rollnick, Lubben, Lotz & Dlamini, 2002). A learning profile consists of two dimensions (Fry, Ketteridge & Marshall, 2009;Vanthournout, Coertjens, Gijbels, Donche & Van Petegem, 2013), namely, learning styles (stable personal characteristics of the learner), and learning approaches (cha...

show abstract

Section:  "And Even If You Know That You're Going To Encourage Themmentioning

confidence: 99%

Learning Profiles of Social Work Students: Who Are You and How Should This Influence My Teaching?

Dykes¹,

Green²

2015

SWORK

View full text Add to dashboard Cite

show abstract

“…Participants show through these narratives that they want lecturers to engage with them on a more intimate level and to be able to see them as real people with personal histories and not only as learning vessels. Historically, universities have been the site for intellectual and logical reasoning, underscoring the pre-eminence of the Cartesian dualities of, for example, cognitive vs affective, mind vs body, and the gender split, rendering the context for higher learning devoid of feelings and passion (Blomberg, 2013;Leathwood & Hey, 2009;Varlander, 2008). Therefore the place of emotion in learning in higher education has been strongly impugned (Leathwood & Hey, 2009).…”

Section: Respond To Students' Emotional Reactionsmentioning

confidence: 99%

Large Classes in Social Work Education: A Threat to the Professional Socialisation of Social Work Students?

Simpson

2015

swork

View full text Add to dashboard Cite

“The Heart Has Reasons That Reason Cannot Know”: Thinking, Feeling, and Willing in Learning

Cited by 2 publications

References 14 publications

Learning Profiles of Social Work Students: Who Are You and How Should This Influence My Teaching?

Learning Profiles of Social Work Students: Who Are You and How Should This Influence My Teaching?

Large Classes in Social Work Education: A Threat to the Professional Socialisation of Social Work Students?

Contact Info

Product

Resources

About