AbstractThis thesis is concerned with the question of emotions: whether emotions are of interest, or concern to the educator; whether they require specific educational attention; what, if anything, our educational aims with regards to emotions, are;
whether emotions pose any special problems for the
educator; and so on.
The first chapter looks at the nature of
emotions, and attempts to draw some sort of conceptual
map of the class of things we call 'emotions'.
The second chapter discusses the ways in which
we can he more, and less, rational about our emotions,
and a number of specific educational aims are
The third chapter argues that educators influence
children’s emotions. This influence cannot be
undone simply by an adherence to rationality, and
leaves the educator facing some difficult questions
about the direction and nature of that influence.
To a degree he can answer this with reference to
mental health, human happiness, and a necessary
minimal social morality. But though this may provide
him with general guidelines, it will not justify the
specific influence he has on children's emotions.
The fourth chapter attempts to provide some
answers to this problem. The argument is that just
as comprehensive knowledge and rational thinking protects us from being indoctrinated with regards to
our beliefs, so comprehensive knowledge and
understanding of the emotions and values of other
people (something gained through the ability to
empathize) protects us from being indoctrinated with
regards to our emotions.
The final chapter looks briefly at the skills
needed to understand our own emotions, and to empathize
with other people: the ability to express and
communicate our feelings effectively.
TypeTheses / Dissertations