Afterword: Emotional reason: Challenging cognitivism in education
Peters, M. A. (2015). Afterword: Emotional reason: Challenging cognitivism in education. In B. Lund & T. Chemi (Eds.), Dealing with Emotions - A Pedagogical Challenge to Innovative Learning (pp. 127–131). Rotterdam, The Netherlands: Sense Publishers.
Permanent Research Commons link: http://hdl.handle.net/10289/11425
In 2004 R. W. Picard and nine colleagues at the MIT Media Lab published “Affective Learning – A Manifesto” that registered a challenge to cognitive theories recognizing the way that the computer as model and metaphor had tended to skew research on learning as a form of information processing by privileging the “cognitive” over the “affective.” The manifesto attempted to redress the imbalance to support an increasingly research-based “view of affect as complexly intertwined with cognition in guiding rational behaviour, memory retrieval, decision-making, creativity, and more” (Picard, 2004). They wanted to build new learning systems that used affect as a basis for new education and machine learning. They noted that “the extension of cognitive theory to explain and exploit the role of affect in learning is in its infancy.”
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