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Pregledni rad
https://doi.org/10.21464/mo.25.2.3

Experiential imagining in ethical education as part of a synthesis of cognitive theory of emotion and Gestalt pedagogy

Mateja Centa ; Faculty of Theology, University of Ljubljana, Slovenia

Puni tekst: engleski, pdf (397 KB) str. 49-65 preuzimanja: 342* citiraj
APA 6th Edition
Centa, M. (2018). Experiential imagining in ethical education as part of a synthesis of cognitive theory of emotion and Gestalt pedagogy. Metodički ogledi, 25 (2), 49-65. https://doi.org/10.21464/mo.25.2.3
MLA 8th Edition
Centa, Mateja. "Experiential imagining in ethical education as part of a synthesis of cognitive theory of emotion and Gestalt pedagogy." Metodički ogledi, vol. 25, br. 2, 2018, str. 49-65. https://doi.org/10.21464/mo.25.2.3. Citirano 28.10.2021.
Chicago 17th Edition
Centa, Mateja. "Experiential imagining in ethical education as part of a synthesis of cognitive theory of emotion and Gestalt pedagogy." Metodički ogledi 25, br. 2 (2018): 49-65. https://doi.org/10.21464/mo.25.2.3
Harvard
Centa, M. (2018). 'Experiential imagining in ethical education as part of a synthesis of cognitive theory of emotion and Gestalt pedagogy', Metodički ogledi, 25(2), str. 49-65. https://doi.org/10.21464/mo.25.2.3
Vancouver
Centa M. Experiential imagining in ethical education as part of a synthesis of cognitive theory of emotion and Gestalt pedagogy. Metodički ogledi [Internet]. 2018 [pristupljeno 28.10.2021.];25(2):49-65. https://doi.org/10.21464/mo.25.2.3
IEEE
M. Centa, "Experiential imagining in ethical education as part of a synthesis of cognitive theory of emotion and Gestalt pedagogy", Metodički ogledi, vol.25, br. 2, str. 49-65, 2018. [Online]. https://doi.org/10.21464/mo.25.2.3

Sažetak
The paper discusses the intersection between art, imagination, emotions, and ethical education from the perspective of an innovative synthesis of cognitive theory of emotion and Gestalt pedagogy. One of the elements of this synthesis is the cognitive theory of emotion as endorsed by Martha Nussbaum. Emotions are understood as evaluative judgments that are related to our perception of the world around us. Emotions are our attitudes, understandings, and assessments of the world from the perspective of our goals and projects. This proves an excellent starting point from which to address them as an essential part of ethics education. Next, art and imagination are considered as a vehicle by which to address emotions and other domains within ethics education. Here, I introduce the concept of “experiential imagining” and point to the methodologies that sustain it. I have developed this concept as part of my research on the overlap between Gestalt pedagogy, cognitive theory of emotion, and the art of life approaches to ethics. Next, I present the synthesis between cognitive theory of emotion and Gestalt pedagogy. I then illuminate the concept of experiential imagination, emphasise its role in ethics education, and conclude with some reflections on the art of life approach to ethics and ethics education.

Ključne riječi
emotions; experiential imagination; art; cognitive theory of emotion; ethical education; Gestalt pedagogy; art of life

Hrčak ID: 222574

URI
https://hrcak.srce.hr/222574

[hrvatski]

Posjeta: 690 *