Cognitive science has shown that emotions are a sine qua non for cognition, and nowadays emotions are not anymore understood as irrational or “nonintellectual” feelings. The debate regarding the nature of emotions is still ongoing; however, it would be possible to provide a general definition of emotions as complex states of mind and body, which have an active power – they are not characterized only as receptivity – that impacts human’s intentionality towards the environment.
The goal of this entry is to highlight the role of emotions in reasoning, focusing on their meaningfulness in learning environments and in those educational practices where emotions work together with rationality to enhance understanding and learning. Following the description of the three main ways to understand emotions in the contemporary philosophy of emotions, this entry will discuss the differences between the standard cognitivist approach and other...
KeywordsEmotional Intelligence Perceptual Model Extended Mind Life Skill Training Socratic Dialogue
This research arises from the project “Emotions First”, funded by the EU (Marie Curie Individual Fellowship, grant agreement number: 655143), which I am currying out at the University of Edinburgh. www.emotionsfirst.org.
- Ardelt, M., & Ferrari, M. (2014). Wisdom and emotions. In P. Verhaeghen & C. Hertzog (Eds.), The Oxford handbook of emotion, social cognition, and problem solving in adulthood (pp. 256–272). New York: Oxford University Press.Google Scholar
- Candiotto, L. (2015). Aporetic state and extended emotions: The shameful recognition of contradictions in the Socratic elenchus. In A. Fussi (Ed.), The legacy of Bernard Williams’s shame and necessity. Ethics & politics (Vol. XVII, No. 2, pp. 233–248).Google Scholar
- Carter, J. A., Gordon, E. C., & Palermos, S. O. (2016). Extended emotions. In Philosophical Psychology, 29(2), 197–218.Google Scholar
- De Sousa, R. (2014). Emotion. In E. E. Zalta (Ed.), Stanford encyclopedia of philosophy. (Spring 2014 edn), http://plato.stanford.edu/archives/spr2014/entries/emotion/
- Goldie, P. (2000). The emotions. A philosophical exploration. New York: Oxford University Press.Google Scholar
- Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. New York: Bantam Books.Google Scholar
- James, W. (1950). The principles of psychology. New York: Dover.Google Scholar
- Lund, B., & Cheni, T. (Eds.). (2015). Dealing with emotions. A pedagogical challenge to innovative learning. Rotterdam/Boston/Taipei: Sense Publishers.Google Scholar
- Prensky, M. (2013). Our brains extended. Tecnology Rich Learning, 70(6), 22–27.Google Scholar
- Prinz, J. (2004). Gut reactions: A perceptual theory of emotion. Oxford: Oxford University Press.Google Scholar
- Slaby, J. (2014). Emotions and the extended mind. In M. Salmela & C. von Scheve (Eds.), Collective emotions. Oxford: Oxford University Press.Google Scholar
- Varela, F. J., Thompson, E., & Rosch, E. (1991). The embodied mind: Cognitive science and human experience. Cambridge, MA: MIT Press.Google Scholar