Task1 danielavasquez 34_a_ dss
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This document summarizes a reading about emotions in social science education. It discusses how emotions are relational and exist between people, moving bodies in relation to objects and creating community when people are moved in the same way. Emotions stick to certain objects that become emotionally charged as emotions circulate. In social science classrooms, emotions signal that topics are contested and politicized. Teachers must analyze the emotional dynamics in the classroom and not just focus on their own reactions, in order to understand how students are reacting and to give insight into conflict resolution.
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Task1 danielavasquez 34_a_ dss
- 1. 1 TASK _ 1 summarizing key concepts of unit 1 SANDRA DANIELA VASQUEZ PORTES C.C. 1.1117.526.052 TUTOR: CLAUDIA YULIANA RAMIREZ GROUP: 551034A_614 BACHELOR'S DEGREE IN ENGLISH AS A FOREIGN LANGUAGE DIDACTICS OF SOCIAL SCIENCE FLORENCIA – CAQUETA THURSDAY, SEPTEMBER 26th, 2019
- 2. 2 Activities to develop Step 1: Choosing Choose a reading from Unit 1. Social Science Education. Step 2: Summary Make a summary where you reflect on the main ideas from the chosen reading. Share it in the forum. Education is impregnated with emotions Education is impregnated with emotions because emotion is shaping and being shaped by the education going on in the classroom. Emotion is seen as relational, this involves trying to get away from the perspective that emotions are personal in order to capture that they are systematic when it comes to their effects. The focus is on what emotions do in the classroom. Since instead of considering emotion as either something that exists inside a person, something we have, or something entering a person from the outside through social and cultural practices the emotions move between people and also make bodies move forwards, backwards and sideways in relation to objects. Hence, emotion aligns some bodies with others; being moved in the same way creates community Emotions stick to certain objects, and these objects can be increasingly emotionally charged when emotions circulate between people. This way of seeing emotion as relational acknowledges the fact that everything we do is shaped by contact with
- 3. 3 others. The way we come in contact with others is shaped by histories of contact, which have to do with the subject’s history but also histories that come before the subject Then, What does emotion do to social science education? This paper examines how a relational perspective on emotion affects the analysis of social science education. The relational perspective is able to capture a dynamic and complexities that an object-focused view (what counts as controversial and emotive topics) or psychologizing of emotion (as something an individual has) might miss because they look for emotions inside persons, not between them. The situations in the classroom are more complex than they might initially seem. In the visually calm lesson on international law, there is the risk of being moved and disconnected from others by the feeling of hatred. Regarding the relation between emotion and politicization in the social science education, emotion signals that a subject matter is contested and is or can be politicized There is a judgment and critique through emotion. Many times we worry about the reactions others may have towards us, but it is there that the teachers may be stuck in thinking about how they react, and miss how students react and the analysis of the dynamic in the classroom. Or think that they can ‘make it up’ by sole disciplinary analysis, as It is striking that the teacher’s action in the situation, dealing with the emotionally charged class-room by modeling different perspectives on the attacks. Emotions really play an important role and should be treated from the medical side, although as teachers we must do our best to try to meet our students and give insight into conflict resolution
- 4. 4 Bibliographic References Blennow, K. (2018). Leyla and Mahmood--Emotions in Social Science Education. Journal of Social Science Education, 17(1). Retrieved http://search.ebscohost.com.bibliotecavirtual.unad.edu.co/login.aspx?direct=true&d b=eric&AN=EJ1174013&lang=es&site=eds-live&scope=site From the Additional Bibliographic References (Complementary Bibliography)