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ERIC Number: ED413288
Record Type: Non-Journal
Publication Date: 1997
Pages: 29
Abstractor: N/A
Reference Count: N/A
Faculty's Perception and Use of Emotion To Instruct: Emotional Management and Socialization in the Classroom.
Gates, Gordon S.
A group of nine tenured faculty members at a university on the Pacific Coast of the United States participated in this study that examined their use of emotion in instruction. The mixed gender group was ethnically diverse and included representatives from several departments. Observations of lectures focused on the faculty members' body movements, location in the classroom, and dialogue, and on the expressiveness of their language. Interviews attempted to clarify what the researcher had seen during the observations. Data analysis pointed to the faculty's problem of not giving adequate attention to the affective experience of students' socialization. Faculty members were found to be focused largely on the rational: they viewed emotions as biological, disruptive, anti-rational, inadequate for knowing, and leading to poor decisions or irrational behavior. Their perspective of affect oriented their attention to the rational experience of the students, to the exclusion of students' emotional encounters in the classroom. This view discounts emotions as an important source of information and a critical component of the socialization involved in becoming self-directed. These findings indicate that the view of the nonemotional as being equivalent to the rational is inadequate as is the complete acceptance of unhindered emotional expression. (Contains 47 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A