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Volume 18, Issue 3 (Autumn 2016)
Advances in Cognitive Sciences 2016, 18(3): 68-79 |
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Talkhabi M, Bagheri Noaparast K, Bozorgi A, Sahafi L, Mohammadi A. The Coherence Between Cognition and Emotion in Education. Advances in Cognitive Sciences 2016; 18 (3) :68-79
URL: http://icssjournal.ir/article-1-505-en.html
URL: http://icssjournal.ir/article-1-505-en.html
Mahmoud Talkhabi * 
1, Khosrow Bagheri Noaparast2 , Azadeh Bozorgi3 , Laleh Sahafi4 , Azad Mohammadi3
1, Khosrow Bagheri Noaparast2 , Azadeh Bozorgi3 , Laleh Sahafi4 , Azad Mohammadi3
1- Department of Education, Farhangian University and ICSS
2- Department of Philosophy of Education, Faculty of Psychology and Education
3- Department of Philosophy of education, Faculty of Psychology and Education, Tehran, Iran.
4- Cognitive science (Mind, Brain, and Education), ICSS, Tehran, Iran.
2- Department of Philosophy of Education, Faculty of Psychology and Education
3- Department of Philosophy of education, Faculty of Psychology and Education, Tehran, Iran.
4- Cognitive science (Mind, Brain, and Education), ICSS, Tehran, Iran.
Abstract: (3954 Views)
Objective: This study aims at a philosophical inquiry on the implications of coherence between cognition and emotion theory in education. Regarding that traditionally emotional components are considered as barriers to develop intellectual capacities of human beings, the main question is what educational principles can be introduced based on the coherence of cognition and emotion theory.
Method: The research synthesis was used to develop basic statements for cognition and emotion relations, and the practical syllogism was used to formulate principles taken from coherence of cognition and emotion. Foundations of cognition and emotion were classified into 5 categories including: effect of cognition on emotion, effect of emotion on cognition, cognition and decision making, emotional interaction, and cognition and learning. Also, based on foundations and normative statements adapted from the goals of Iranian educational system, the principles were formulated in two sections; theoretical and practical.
Conclusion: Cognitive explanation of interaction between cognition and emotion reveals that each cognitive processing has emotional components which can be utilized from cognitive capacities as well. So educators should consider two points in provision of educational opportunities: first, the efficacy of education can be enhanced through using capacities of emotional components, especially to education values and changing attitudes; second the emotional aspects of life can be rationalized by using cognitive capacities like reasoning.
Method: The research synthesis was used to develop basic statements for cognition and emotion relations, and the practical syllogism was used to formulate principles taken from coherence of cognition and emotion. Foundations of cognition and emotion were classified into 5 categories including: effect of cognition on emotion, effect of emotion on cognition, cognition and decision making, emotional interaction, and cognition and learning. Also, based on foundations and normative statements adapted from the goals of Iranian educational system, the principles were formulated in two sections; theoretical and practical.
Conclusion: Cognitive explanation of interaction between cognition and emotion reveals that each cognitive processing has emotional components which can be utilized from cognitive capacities as well. So educators should consider two points in provision of educational opportunities: first, the efficacy of education can be enhanced through using capacities of emotional components, especially to education values and changing attitudes; second the emotional aspects of life can be rationalized by using cognitive capacities like reasoning.
Type of Study: Research |
Subject:
Special
Received: 2017/02/25 | Accepted: 2017/06/28 | Published: 2017/10/29
Received: 2017/02/25 | Accepted: 2017/06/28 | Published: 2017/10/29
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