Resumen

PEREZ, Clara Romero. The Emotional Architecture of the Education Through Science, Philosophy and Art. Sophia [online]. 2024, n.36, pp.43-67. ISSN 1390-8626.  https://doi.org/10.17163/soph.n36.2024.01.

The general purpose of this paper is to offer an integrative framework of the emotional architecture of education and its implications for the design of pertinent educational interventions in the processes of human development. Specifically, the emotional components and mechanisms involved in educational processes that have proven to be effective are examined. To this end, an analytical approach based on a documentary review of scientific and humanistic studies has been applied. The questions that have guided this study have been: What do we mean when we talk about emotion in Educational Sciences? What components and mechanisms define the emotional architecture of educational processes? It is concluded that the emotional architecture of education has a multidimensional character as it concerns organic, psychic, and socio-cultural realities. Furthermore, the essential components for educating and learning have their most important instruments in emotions: these include desire and enthusiasm. The most relevant emotional mechanisms are involvement-of teacher and learner-resonance as well as emotional proximity. The pedagogical implications are support for affective education that integrates the learning of well-being and suffering, and the use of experiential, participatory, and artistic methodologies-especially, performing arts-and support structures for education professionals and students.

Palabras clave : Emotions; social and emotional learning; teacher effectiveness; education; educational model; educational theory.

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