This article offers a critique of social-emotional learning programs through the lens of psychoanalytic theory and with a particular focus on the theoretical contributions of Kleinian psychoanalysis. In particular, the article draws on concepts of affective positions to show that social-emotional learning is mired in a paranoid-schizoid mentality…

The present paper was written under the auspices of the interdisciplinary research group "Educational Processes, Competence Development, and Selection Decisions at Preschool and Primary School Age (BiKS)" (FOR 543), funded by the German Research Foundation (DFG). The surveys were conceptualised and supervised as part of the developmental…

Many recent articles, research papers, and conference presentations about Lev Vygotsky's zone of proximal development (ZPD) emphasize the "extended" version of the ZPD that reflects human emotions and desires. In this essay, Michael G. Levykh expands on the extant literature on the ZPD through developing several new ideas. First, he maintains that…

This academic review critically examines the theoretical and empirical bases of claims made for the educational benefits of physical education and school sport (PESS). An historical overview of the development of PESS points to the origins of claims made in four broad domains: physical, social, affective and cognitive. Analysis of the evidence…

This article argues that we need richer conceptions of students as affective and embodied selves and a clearer theorisation of the role of emotion in educational encounters. These areas are currently under-researched and under-theorised in higher education. The first part of the article explores the literature on emotion. The second reports on a…

Asserts that emotions are based on cognitive appraisals of occurrences. Argues that cognitive models have heuristic value for research and practice and examines objections concerning the validity of those models. Discusses the usefulness of these models for several educational and developmental goals. (KO)

This paper addresses itself to the question, "What does feeling have to do with knowing?" Two movements in affective education are discussed which have come into focus in recent years and which attempt to define the relationship between knowing and feeling. The first, a conscious application of the role of arousal in learning, emphasizes arousal…

This paper reviews research relating child temperament (social, emotional, and attentional characteristics) to educational process and outcome for exceptional children with different diagnoses. The paper presents a model of temperament effects on educational outcome, mediated by effects on parents, peers, and teachers and by the child's academic…

This paper examines and summarizes the "Pierce-Gray Classification Model for the Cognitive, Affective, and Psychomotor Domains," a model developed for the classification of educational objectives. The classification system was developed to provide a framework that teachers could use as a guide when developing specific instructional objectives for…

These comments on EC 604 103, concerning child temperament effects on the special education process and outcomes, focus on how the author became interested in the topic, reasons for the paucity of research in this area, the relationship between child temperament and parental temperament, and ways in which teachers can apply the research. (JDD)

This presentation explores the dimensions of interaction, engagement, and collaboration possible between clinicians and teachers as it relates to changes in education necessary for our time. The authors attempt to identify educational goals, based upon our changing concepts of man as a social being, to serve in considering the contribution of…