Sarah Rose Cavanagh Ph.D. on June 17, 2014
The lay assumption seems to be that learning is a dry, staid affair best conducted in quiet tones and ruled by an unemotional consideration of the facts, and historically we have constructed our classrooms and working environments with this assumption in mind. But I argue that we learn – and work – at an optimal level when our emotions are fully engaged.
The lay assumption seems to be that learning is a dry, staid affair best conducted in quiet tones and ruled by an unemotional consideration of the facts, and historically we have constructed our classrooms and working environments with this assumption in mind. But I argue that we learn – and work – at an optimal level when our emotions are fully engaged.