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Emotions - Aesthetics - Education: Dilemmas related to students' commitment in Education for Sustainable Development
Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum). (Estetiska ämnens didaktik)
2012 (English)In: Journal of Artistic and Creative Education, ISSN 1832-0465, Vol. 6, no 1, 32-50 p.Article in journal (Refereed) Published
Abstract [en]

Emotions are seen as a driving force in students’ learning, but students’ involvement can also be problematic from a teaching perspective if the subject matter is upsetting in a negative way. When aesthetics are part of the teaching, it is more likely that emotional aspects are taken into account. Here, the emotional dimension of teaching will be addressed in connection with Education of Sustainable Development and Drama in Education. Three examples – a wholeclass teaching event, an individual student’s learning process and an example of process drama – are presented in order to discuss how different instructional designs affects the teacher’s possibilities to address students’ emotions. A conclusion is that emotionally loaded subjects require an elaborated teaching strategy in order to develop deeper knowledge. When the teaching includes an aesthetic approach, like educational drama, emotions are not seen as a problem but as an integrated part of the whole.

Place, publisher, year, edition, pages
Melbourne: University of Melbourne , 2012. Vol. 6, no 1, 32-50 p.
Keyword [en]
Drama in Education, Education for Sustainable Development, Educational Design, Teaching Dilemma, Classroom
National Category
Research subject
Didactics; Education
URN: urn:nbn:se:su:diva-84432OAI: diva2:580411
Available from: 2012-12-21 Created: 2012-12-21 Last updated: 2013-07-08Bibliographically approved

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Österlind, Eva
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Centre for Teaching and Learning in the Humanities (CeHum)

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