EXPERIENCE AND EMOTIONSThe feeling dimension

Reporter: Domingo Joseph Langa, Jr. ED 628

Emotions and feelings are the key pointers both to possibilities for, and barriers to, learning (Miller & Boud, 1996)

Objectives

Find out where the roots of human emotions are;

Discover feelings and needs; Understand practical approaches to

create space for people to consider their emotional response to an experience;

Take a brief look at a range of new and old ideas that enhance positive change in people.

To what degree is learning an emotional experience as much as it is an intellectual one?

Historically, the expression of emotion has been associated with weakness and irrationality, and frowned upon in many institutions, yet emotions are inextricably linked to learning and development.

Emotions and feelings are the ones which are most neglected in our society: there is almost a taboo about them intruding into our education institutions, particularly at higher levels (Boud, Cohen & Walker, 1993)

Introduction

Introduction

Emotional aptitude can help access and surface unconscious feelings, to control negative thoughts and anger, and to reduce conflict.

Emotional Intelligence (EQ) can contribute to an improved life: through improved communication, increased team moral at work, more collaborative working, less energy waste on politicking and game, thus reducing poor attitude or indifference.

Introduction

Eckhart Tolle (2006) suggests that emotions are the body’s reaction to the mind, or a reflection of the mind in the body.

Emotions arise at the place where the mind and body meet: bodily emotions will give a truthful reflection of the mind.

Becoming aware of and understanding emotions, and the shifting emotional dynamics of learners is a difficult but necessary skill for coaching or facilitating.

Fast thinking The emotional response to incoming

data is subject to long-established neuronal connections in the brain.

When people see, hear, smell, or feel something, the sensory information is doubled up. One set of information is speedily sent along a short circuit to the amygdala of the brain, through split-second responses. This is fast thinking, system 1.

Fast thinking The emotional response to incoming

data is subject to long-established neuronal connections in the brain.

This amygdala is in fact the storehouse for emotional memories, and so a major source of instant reactions and gut feelings.

Slow thinking

The other set of information is logically analyzed and reflected upon elsewhere, sent down by the slower route to the area known as the neocortex. This is system 2, or slow thinking.

Three Brains in Humans

The functioning brain is found at the base area where the spinal cord ends. It is reptilian-like, managing the automatic functions such as heartbeat, breathing, and temperature regulation.

The feeling brain also called the middle brain is higher up and responsible for engaging fast emotional reactions.

The thinking brain is advanced and particularly developed in humans, consisting of cerebral frontal lobes doing more complex, slower processing.

Communicating with Feeling Rosenburg (2003) suggests that we can

improve relationships and create more harmony if we learn to separate observing from judging by using non-violent communication (NVC).

Applying a four-stage model: Observing (without evaluating) Understanding how we feel in relation to what we

observe Understanding the feelings The ability to make requests that might enrich our

lives.

Emotion and Experiential Learning Crosby (1995) suggests that “we find

ourselves in continual transaction with the physical, psychological, mental, spiritual world, and philosophy.” There should be a systematic investigation into the nature of this experience.

It is frequently the case with traditional education and training that emphasis is placed upon cognitive and intellectual considerations.

Emotion and Experiential Learning In order for any experience to be interpreted as

positive, learners require a number of constructive attributes, including confidence in their abilities and self-esteem in order to recognize the validity of their own views and those of others.

The affective domain can be seen to provide the underlying foundation for all learning.

Postle (1993) quoting Heron: “Valid knowledge-knowledge that is well grounded-depends upon its emergence out of openness to feeling.”

Emotion and Experiential Learning Langer as quoted by Postle: “The

entire psychological field, including conception, responsible action, rationality and knowledge is a vast and branching development of feeling.”

Emotional Intelligence (EQ) Bagshaw (2000) defines EQ as “the ability

to use your understanding of emotions, in yourself and others, to deal effectively with people and problems in a way which reduces anger and hostility, develops collaborative effort, enhances life balance and produces creative energy.”

Goleman (1996) argued that having a high EQ was a different way of being smart, and his focus was on the emotional competence required to be a star performer.

Anxiety, Fear and Stress

Fineman (1997) lists the work of many influential writers on the subject of the debilitating nature that anxiety, fear, and stress have in interfering with learning.

He notes that emotions are seen as “unwanted” and “undesirable” in the rational, logical workplace.

Emotions

We experience an array of emotions, although researchers continue to debate which emotions might be of a primary nature.

Goleman (1996) reports primary candidates as anger, fear, shame, sadness, enjoyment, surprise, love and disgust.

Some primary emotions, such as fear, have an important impact on learning.

Moods a Subset of Emotions Moods are not the same as emotions, but

they do not have a great deal in common with them.

Moods are sometimes defined as less intense and longer lasting than emotions, although this lower intensity isn’t true in the case of serious depression (Thayer, 1996).

Thayer regards the central dimensions of mood as a balance of energy and tension. Mood indicates a greater tendency to do certain things.

The Power of the Emotional State

Morris (1998) suggests that the object of any struggle is to experience optimum stimulation.

Adler (2000) suggests that: Being is the ultimate goal type. To be happy, content, or fulfilled is as near as we get to understand human desire.

Experience, Learning and Identity All learning is grounded in prior

experience. The past consists of banked

emotional experiences, and these can both drive forward and restrict new learning from experience.

Attributing an experience with a positive or negative emotional interpretation may influence the degree and type of learning.

Experience, Learning and Identity Postle (1993) describes three kinds

of learning that inhibit us: Omitted learning – lack of love in an

upbringing, which results in a person being unable to receive or give love;

Distorted learning – can occur when a person is told that he or she is hopeless, not talented, etc.;

Distressed learning – learning that occurs with distress in the form of forced learning and compliance.

Experience, Learning and Identity What we do at work is often

significant element of the description of our identity, “what we do for a living”.

Parr (2000) declares that the reason to return to education was much about identity as it was about paper qualification.

Overcoming Fear

Emotions influence everyday behavior, and they can have a distorting effect on learning.

Fear is one of the strongest primary emotions, which can be both conducive to improved learning and toxic to learning.

Fear is the result of powerful emotional circuitry embedded in the brain resulting in a conditioned response.

Overcoming Fear

Being too much in control can result in being out of control. Such fears need managing so as to create balance. Learners with signs of being “too perfect” might have: A fear of making errors; A fear of making the wrong decision or choice; A strong devotion to work; A need for order and a firm routine; Emotional guardedness; A tendency to be stubborn or oppositional

Overcoming Fear

A heightened sensitivity to being pressured or controlled by others;

A need to know and follow the rules; An inclination to worry, ruminate or doubt; A need to be above criticism – moral,

professional, or personal; A chronic inner pressure to use every

minute productively. (adapted from Mallinger and De Wyze, 1993)

Overcoming Fear

The suppression of fear, a fear of the truth, of how it actually is, is a reason for much misguided behavior, especially managerial actions at work when there is reluctance to be honest, with other people and one’s self.

Learners do tend to talk more easily about any emotional elements of experience in the past tense rather than the here and now, but experiential providers can encourage learners to speak about their experience in the here and now.

Using Humor and Other Positive Emotions People can release excess emotions such as

anxiety through relaxation and fun. A sense of humor can be a powerful influence

on learning, and studying can become a form of play.

One reason for being interested in the role of humor, as an emotion in learning was that we wanted to encourage students to let go or their obsession with grades and instead to access and gain a greater understanding of underlying emotions and feelings that influenced their ability to learn.

That’s All Folks!