Formazione & insegnamento
ISSN: 2279-7505 | Published: 2016-12-31
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Title: The management in the places of knowledge within an emotional journey of awareness: from relation to the new scenarios of the educational reflection
Abstract: Emotions play a dominant role in the personal development of individuals and affect the cognitive, motivational, behavioral and social aspect (True, 2013), as a trigger of chain processes, consequences of external or internal stimuli, natural or arising from the environment, from education or lifestyle. The school should promote educational interventions aimed at recognizing emotions, allowing the awareness of feelings and the emotional balance, by developing relational competences. Thanks to sociometry it is possible discover relationships plots (Northway, 1959). For the recognition of emotions and motivation (Maslow, 2007) it is necessary to invest in listening, in personal identification and emotional drive, which allow people to attain self-realization(Bandura, 2000), satisfaction of physiological needs and self-care. The transformative educational interventions should promote adaptive empathetic behaviors, focusing on the elimination of the selfish behavior and the development of solidaristic attitudes of confrontation and avoiding conflict (Margiotta, 2007).
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Title: La gestione nei luoghi del sapere in un viaggio di consapevolezza emotiva: dalla relazione ai nuovi scenari di riflessione educativa
Abstract: Le emozioni assumono un ruolo dominante nello sviluppo personale degli individui e ne influenzano l'aspetto cognitivo, motivazionale, comportamentale e sociale (Fedeli, 2013), in quanto generatrice di processi a catena, conseguenze di stimoli, interni o esterni, naturali o derivanti dal contesto, dall'educazione o dallo stile di vita. La scuola deve promuovere interventi didattici,volti al riconoscimento delle emozioni, sia per una consapevolezza dei propri stati d'animo, sia per un equilibrio emozionale, attraverso lo sviluppo di competenze relazionali. Con la sociometria, non si misurano ma si scoprono trame di relazioni (Northway, 1959). Per il riconoscimento delle emozioni e delle motivazioni (Maslow, 2007) è necessario investire nell'ascolto, nell'identificazione personale e nella spinta emotiva, che consente di raggiungere l'autorealizzazione (Bandura, 2000), l'appagare i bisogni fisiologici e prendersi cura di sé. Gli interventi didattici trasformativi devono promuovere comportamenti adattivi empatici, incentrati sull'eliminazione dei comportamenti egoistici e lo sviluppo di attitudini solidaristiche di confronto e superamentodei conflitti (Margiotta, 2007).
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Title: Gestion dans les lieux de connaissances sur un parcours de conscience émotionnelle: du rapport aux nouveaux scénarios de réflexion éducative
Abstract: Les émotions jouent un rôle dominant dans le développement personnel des individus et influencent leur aspect cognitif, motivationnel, comportemental et social (Fedeli, 2013), en tant que générateur de processus de chaîne, conséquences des stimuli, internes ou externes, naturels ou dérivant du contexte, de l'éducation ou du style de vie.L'école doit promouvoir les interventions éducatives, visant à reconnaître les émotions, à la fois pour une prise de conscience de ses humeurs et pour un équilibre émotionnel, par le développement de compétences relationnelles.Avec la sociométrie, aucune relation de relations n'est mesurée mais découverte (Northway, 1959).Pour la reconnaissance des émotions et des motivations (Maslow, 2007), il est nécessaire d'investir dans l'écoute, dans l'identification personnelle et dans la poussée émotionnelle, qui vous permet d'atteindre l'auto-réalisation (Bandura, 2000), pour satisfaire les besoins physiologiques et prendre soin de vous.Les interventions didactiques transformatrices doivent favoriser les comportements empathiques adaptatifs, axés sur l'élimination des comportements égoïstes et le développement des attitudes de solidarité de la comparaison et de surmonter les conflits (Margiotta, 2007). (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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Title: Gestión en los lugares de conocimiento sobre un viaje de conciencia emocional: desde el informe hasta los nuevos escenarios de reflexión educativa
Abstract: Las emociones asumen un papel dominante en el desarrollo personal de los individuos e influyen en su aspecto cognitivo, motivacional, conductual y social (Fedeli, 2013), como generador de procesos de cadena, consecuencias de estímulos, internos o externos, naturales o derivados del contexto, educación o estilo de vida.La escuela debe promover intervenciones educativas, destinadas a reconocer las emociones, tanto para una conciencia de sus estados de ánimo como para un equilibrio emocional, a través del desarrollo de habilidades relacionales.Con la sociometría, no se miden relaciones de relaciones, sino que se descubren (Northway, 1959).Para el reconocimiento de emociones y motivaciones (Maslow, 2007) es necesario invertir en escuchar, en identificación personal y en el empuje emocional, lo que le permite lograr la autorealización (Bandura, 2000), satisfacer las necesidades fisiológicas y cuidarse.Las intervenciones didácticas transformadoras deben promover comportamientos empáticos adaptativos, centrados en la eliminación de comportamientos egoístas y el desarrollo de actitudes solidarias de comparación y superación de conflictos (Margiotta, 2007). (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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Title: Gerenciamento nos locais de conhecimento sobre uma jornada de consciência emocional: do relatório aos novos cenários de reflexão educacional
Abstract: As emoções assumem um papel dominante no desenvolvimento pessoal dos indivíduos e influenciam seu aspecto cognitivo, motivacional, comportamental e social (Fedeli, 2013), como gerador de processos de cadeia, conseqüências de estímulos, internos ou externos, naturais ou derivados do contexto, educação ou estilo de vida.A escola deve promover intervenções educacionais, com o objetivo de reconhecer emoções, tanto para a consciência de seu humor quanto para um equilíbrio emocional, através do desenvolvimento de habilidades relacionais.Com a sociometria, nenhum relacionamento de relacionamentos é medido, mas é descoberto (Northway, 1959).Para o reconhecimento de emoções e motivações (Maslow, 2007), é necessário investir na escuta, na identificação pessoal e no impulso emocional, o que permite obter a auto -realização (Bandura, 2000), para satisfazer as necessidades fisiológicas e cuidar de si mesmo.Intervenções didáticas transformadoras devem promover comportamentos empáticos adaptativos, focados na eliminação de comportamentos egoístas e no desenvolvimento de atitudes de solidariedade de comparação e superação de conflitos (Margiotta, 2007). (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords:
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