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dc.contributor.authorPeters, Michael A.en_NZ
dc.contributor.editorLund, Birtheen_NZ
dc.contributor.editorChemi, Tatianaen_NZ
dc.date.accessioned2017-10-24T20:48:40Z
dc.date.available2015en_NZ
dc.date.available2017-10-24T20:48:40Z
dc.date.issued2015en_NZ
dc.identifier.citationPeters, 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.en
dc.identifier.isbn978-94-6300-062-8en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/11425
dc.description.abstractIn 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.”
dc.format.extent6en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherSense Publishersen_NZ
dc.rights© 2015 Sense Publishers. Used with permission.
dc.subjectemotional reason
dc.subjecteducation
dc.titleAfterword: Emotional reason: Challenging cognitivism in educationen_NZ
dc.typeChapter in Book
dc.relation.isPartOfDealing with Emotions - A Pedagogical Challenge to Innovative Learningen_NZ
pubs.begin-page127
pubs.elements-id138509
pubs.end-page131
pubs.place-of-publicationAalborg, Denmarken_NZ
pubs.place-of-publicationRotterdam, The Netherlands


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