COMMENTED ON TIKILA WELCH AND SUSAN WARD
Emotions and
Learning: Theory Review
Lianne Lockhart
EDAC 635 Fall
Professor Bo Chang
September 16, 2016
Emotions and Learning:
Theory Review
Have you
ever thought that maybe you just were not getting the hang of something? Or that the teacher could possibly teach it
in another form that was easier for you to learn? This is not an uncommon occurrence among
adult learners. Many studies have been
conducted that show that adults learn through different learning theories. What exactly is a learning theory? A learning theory is a conceptual framework
that describes how one absorbs, processes, and retains information during the
learning process (Tennant 79). The
following are the theories that relate to adult learning theory: learning process, learning styles, brain and
mind, emotions, body/physical conditions, relationship with others, and the
spirit and environment. Of these
theories, I find emotions to be important to the learning process. The theory of emotions will be discussed more
in-depth related to how and why practitioners should use them along with
examples of how to apply them in practice.
Let us begin with the different theories of emotions.
Emotions:
Do
emotions really affect how one may learn?
Yes, they do. There have been
studies done to illustrate that not only do they affect if an adult learner is
actually able to absorb what they are being taught but if it stays in their
head as well. Emotions according to
Mackeracher are feelings used to describe an arousal state that exceed peak
levels with a positive or negative meaning (124). Emotions determine whether a learner is ready
and willing to learn or if they will be closed off to learning. An article written in the journal Medical Education, noted that emotions
decide what a student wants to learn, dares to learn, wants to forget, and does
not want to forget (Schuwirth 15). All
of these are connected to the environment.
If an adult learner is engaged and excited, they want and dare to learn the
subject and will not forget it, but if on the other hand, the environment is
cold, selfish, and non-inviting the learner is going to want to forget. Adults must have the feeling of safety when
going into a learning environment that will allow them to channel their
intentions into transformative development (Mackeracher 127). I definitely feel that this is an important
aspect of emotions and learning. It is
very hard for anyone, adult or child, to learn when the environment is not
positive. Dealing with negative emotions
during learning causes the learner to have anxiety, pay less attention, boredom,
and thinking about other things just to name a few of the effects. Practitioners should create a learning
environment that is physically and psychologically comfortable (Elnicki). Emotions in the learning environment should
be positive that result in excitement, curiosity, wonder, stimulation, trust and
enthusiasm.
