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Afterword: Emotional reason: Challenging cognitivism in education

Abstract
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.”
Type
Chapter in Book
Type of thesis
Series
Citation
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.
Date
2015
Publisher
Sense Publishers
Degree
Supervisors
Rights
© 2015 Sense Publishers. Used with permission.