Concerns about emotional well-being have recently become the focus of social policy, particularly in educational settings. This is a sudden and unique development in placing new ideas about emotion and creativity and communication in curriculum content, pedagogy, and assessment, but also in redefining fundamentally what it is to “know‟. Our report charts the creation of what we call an “emotional epistemology‟ that may undermine all previous ideas about epistemology, draws out implications for educational aspirations and purposes and evaluates potential implications for these aspirations and purposes if trends we identify here continue into the future.
Research Professor. Director at Learning Change Project – Research on society, culture, art, neuroscience, cognition, critical thinking, intelligence, creativity, autopoiesis, self-organization, rhizomes, complexity, systems, networks, leadership, sustainability, thinkers, futures ++
Giorgio Bertini does not work for, consult, own shares in or receive funding from any company or organization that would benefit from these papers, and has disclosed no relevant affiliations beyond their academic appointment.
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