Addressing pedagogical tensions in emotional education at university

An integrative path

Authors

  • Catarina Sobral UIDEF, Instituto de Educação, Universidade de Lisboa
  • Ana Paula Caetano UIDEF, Instituto de Educação, Universidade de Lisboa

DOI:

https://doi.org/10.37467/revhuman.v11.3873

Keywords:

Higher education pedagogy, Emotional education, Emotional competencies, Ethics, Meditation, Self-study, Integrative approach

Abstract

As higher education teachers we undertook a self-study research focused on emotional education, during two school years. The analysis of the students’ portfolios and the teachers’ fieldnotes provide evidence to problematize some tensions and challenges identified along the process, namely for integrating personal, cultural and institutional dimensions, facing the unpredictability of a participative process and opening new paths. Students valued the work centred on their own goals, the building of a personal learning project in conjunction with a class collective project, the relational practices based on an ethics of care, the diversity of mindfulness and meditation proposals, amongst others.

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Published

2022-12-05

How to Cite

Sobral, C. ., & Caetano, A. P. . (2022). Addressing pedagogical tensions in emotional education at university: An integrative path. HUMAN REVIEW. International Humanities Review / Revista Internacional De Humanidades, 11(5), 1–13. https://doi.org/10.37467/revhuman.v11.3873

Issue

Vol. 11 No. 5 (2022): Monograph: "Communicating Current Teaching Approaches"

Section

Research Articles (Special Issue)

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