David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Educational Philosophy and Theory 43 (1):87-97 (2011)
This chapter presents emotion as a function of brain-body interaction, as a vital part of a multi-tiered phylogenetic set of neural mechanisms, evoked by both instinctive processes and learned appraisal systems, and argues to establish the primacy of emotion in relation to cognition. Primarily based on Damasio's somatic marker hypothesis, but also incorporating elements of Lazarus' appraisal theory, this paper presents a neuropedagogical model of emotion, the somatic appraisal model of affect (SAMA). SAMA identifies quintessential components, facets, and functions of affect necessary to provide a new domain, namely educational neuroscience, with a basis on which to build a dynamic model of affect serving to critique traditional cognitivist-oriented curricula and instruction, and to inform an alternative: neuropedagogy
|Keywords||emotion neuropedagogy somatic appraisal affect educational neuroscience emotion regulation somatic marker hypothesis cognition cognitive appraisal theory|
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References found in this work BETA
C. J. Beedie, P. C. Terry & A. M. Lane (2005). Distinguishing Mood From Emotion. Cognition and Emotion 19:847-878.
A. R. Damasio & H. Moss (2001). Emotion, Cognition, and the Human Brain. In Antonio R. Damasio (ed.), Unity of Knowledge: The Convergence of Natural and Human Science. New York Academy of Sciences
Antonio R. Damasio (ed.) (2001). Unity of Knowledge: The Convergence of Natural and Human Science. New York Academy of Sciences.
Jeffrey A. Gray (1999). Cognition, Emotion, Conscious Experience and the Brain. In Tim Dalgleish & M. J. Powers (eds.), Handbook of Cognition and Emotion. Wiley
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