Affective education: a comparative view by Peter Lang, Isabel Menezes

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By Peter Lang, Isabel Menezes

Affective schooling might be outlined as that a part of the tutorial method which matters itself with the attitudes, emotions, ideals and feelings of scholars. relevant to the idea that is the acknowledgement that student's emotions approximately themselves as freshmen and approximately their educational matters will be at the least as influential as their real skill. This assortment gains the paintings of individuals from international locations akin to Belgium, Denmark, Russia, Germany, Israel, Spain and the united kingdom. It exhibits how the sensible method of affective schooling varies from country to country. by way of examining the underlying conception, this article units out to convey different methods nearer jointly, to permit academics around the continent to paintings in the direction of a good universal floor.

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I have also conducted a series of studies of the relationship of cognitive development assessed in the Piagetian tradition to problem-solving in triads of five- to eight-year-old children, each of whom belongs to a different level of cognitive development (Vandenplas-Holper, 1994). These studies simulated in a laboratory setting the interactions which take place in mixed age groups in the '5—8 cycle'. Two of my studies concern the enhancement of children's prosocial development by telling and discussing children's stories (VandenplasHolper, 1987, pp.

Several workshops focus on creative expression through drama, painting, photography and on personal development through yoga, relaxation or preparation for retirement. Affective education even concerns elderly people who suffer from Alzheimer's disease. In the Hdpital Psychogeriatrique le Peri in Liege, they learn to live as independently as possible and to enjoy many facets of social life. Support groups are also organized for their families. The theoretical framework which underlies these interventions is very diverse.

AFFECTIVE EDUCATION OUTSIDE SCHOOLS Tsycho-medico-social centres (Centres PMS) are closely related to schools in each of the different networks and at each of the age levels. The personnel of a PMS centre includes, at a minimum, a psychologist, a psychoeducational counsellor, a social worker, a paramedical auxiliary and a medical doctor. The goal of the PMS centres is 'to optimize the psychological, educational, medical, paramedical and social conditions of the pupil and his or her surroundings in order to provide the best opportunities for a harmonious development of his or her personality and his or her individual and social well-being' (Centres PMS libres, 1993, p.

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