Keywords
movement
critical pedagogy
cognition
culture
politics
How to Cite
Abstract
This paper is an invitation to discuss the importance of emotions in a pedagogical and psychological agenda in order to overcome the dualism between reason and emotion. In education, as in life, we are like actors who bring our hearts and souls to our work. Emotions are essential to the decision-making process since they are the engine of the limbic system —our emotional brain— which is connected to learning and motivation. Therefore, learning and teaching are authentic and holistic when they are embedded in emotions. Thus, this paper is a proposal to consider pedagogy in (e)motion as pedagogical practice that moves us toward constant problematization, to construct more powerful bridges across cognition as a political and social process. To formulate this concept I elaborate some discourses that deconstruct boundaries between teaching, thinking and feeling, in order to elaborate, explain and uncover our phylogenetic, cultural and historical heritage.
How to cite:
Zambrana-Ortiz, N. (2011). Pedagogy in (e)motion: Bridges across cognition. Pedagogía, 42(1), 145-170. Retrieved from https://revistas.upr.edu/index.php/educacion/article/view/16669
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