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The Reciprocity of Emotion and Valuing: How to facilitate student awareness of their valuing
processes.
Prepared by Sandra Graham, Ph.D., Alverno [email protected] on the work of Graham, S. & Engelmann, E. (2008) and the Alverno College Valuing Department.
What is Emotion?Emotion is not: Rather, Emotion:
Exactly the same as feeling
Private and idiosyncratic
The opposite of reason
Entirely primitive or “natural”, without any control
Contains a judgment about something; includes cognitionIs shaped by our social context (as is the way we express our emotions)Once we are aware of it, can be contextualized, affirmed, critiqued and/or re‐directedIs linked closely with motivation
What Is Valuing?Valuing is not: Rather, Valuing:
A set of pre‐determined values.
A set of pre‐determined ethics.
A set of pre‐determined morals.
A professional ethics code.
Is a process (or processes) of decision‐making based on multiple sources and having multiple indicators:
Multiple social contextsReligious or Spiritual beliefsCultural aptitude and attitudeEmotional responses to self or other actionMoral sensitivity
The Importance of Emotion
Emotion is a part of the valuing process and is reciprocally linked to the valuing decisions that students make (Alverno College Valuing Dept., 2004).
The connections between emotion, cognition and motivation are established through much of the literature on emotion (Owen‐Smith, 2008).
Emotion and Reason: Traditional View
The role of emotion in learning has traditionally been studied for the ways in which emotion inhibits learning rather than enhancing the learning process.
When the Alverno Valuing Department Considered the roles
of Reason, Emotion and Value:
We could talk about how we “reason out” our values, and how we applied this reason to our decision‐making processes, but we tended to underemphasize the initial response that often informs valuing itself….that is the emotional response, often seated in deep memory, myth and symbol…often unexplained by reason.
We have found the relationship between emotion and valuing to be a
complex one, connected with issues of :
Moral Reasoning: (As in the work of Kohlberg, Gilligan, Rest and others)
Epistemologies: (Such as those of Perry, Belenky et al, and Baxter Magolda)
Cognition: (Including the works of Bruner, Damasio, and Zjonc)
“Moral Intuition”: (As characterized by Haidt or Benson).
“Emotional Intelligence”: (Goleman, Boyatsis, Rhee, and others)
A Mature Valuing Stance includes Emotional Awareness
In the development of a mature valuing stance, it is likely that the full emotional content of the pain, anger, abandonment, and sometimes grief, as well as curiosity, empathy, pleasure and even ecstasy may be encountered.
How do we help students to access and use these emotions in their learning process?
The Valuing Process Involves Emotional Awareness
Learning through awareness of experience—whether
that experience be positive or negative
Valuing Includes Emotional Awareness of Other as well as of
Self.
Valuing is ComplexSources Include:
culture, spirituality,
religion, introspection,
philosophies, mentors,past learning
experience, etc.
Teaching Valuing AwarenessEmotional AwarenessRepresents an enhanced
awareness of one’s own
emotional response.
A MOST
LIKELY
BEGINNING
Acknowledgement of
emotion → acknowledgement
of value judgment(s) related
to emotion.
Awareness of
Emotional/Value Context.
Where does the value come
from that is driving this
emotion?
Affirming, questioning,
or critiquing one’s own
response.•Why do feel this way? •What is important about
my response?•Am I contradicting myself?• Who else is affected by my
response?•Is this emotion related to
an un‐critiqued cultural
context?
This is only the BeginningEmotional Awareness related to Valuing is a Recursive Process. We encounter new movement within our own cycle of emotional/value awareness as we encounter each new context:
Disciplinary ContextsCultural ContextsPolitical ContextChange Demands
Beginning Valuing Includes:Identifying and inferring ones own values as well as the
values of others within multiple contexts.(Foundation Building) This involve emotional awareness as well as emotional management and sensitivity.
I can name my own values and the emotions they evoke.I can infer values of others and the emotions they evoke in me and in them.I can identify people, places and events as sources that have shaped my values,
and/or the ways my spirituality impacts my values.
I can identify how I use the values I hold in my current roles as a family member,
friend, student, employee, and citizen.
*I can recognize that certain situations have moral issues embedded in them.*I can name the emotions that the moral issues in a situation evoke in me.
A Possible Student Exercise:Think of a time when you
made an important decision.
What was the decision?
What were some of your
emotional responses to
the decision you made?
(What were you feeling
at the time? Were you
responding to someone
else? What were you
thinking about? What
was important to you?)
What do you think you
were valuing the most
at the time? What was
at the heart of your
decision? Are thereValues that were
important to you that
you learned
somewhere else? If so,
where did you
encounter them?
Who else was involved or
affected by your decision?
How were they affected?
What might they have been
thinking/.feeling?
As you think about
your decision now, is
there anything you
would do differently?
What did you learn
from it? What values
will you carry from it?
Valuing at the Intermediate Level
Intermediate Valuing Involves:Exploring one’s own and others’ valuing and decision making within the social contexts that shape them and within the contexts of discipline frameworks (Point of Initial Integration). One grows to critically evaluate her values with an informed awareness of the process of value transformation and change.
A Helpful Intermediate Teaching ToolThe work of Urie Bronfenbrenner (1977) can help students to grasp the relationship between their own personal valuing processes and the roles of reciprocal relationship between individual and social contexts.Bronfenbrenner refers to the proximal processes developed in the reciprocal relationships of Person, Process, Context, Time.
As the Alverno student considers her own valuing stance, she examines the values of the discipline she studies as well as other social contexts and influences. She also explores her own ability to have influence on the values of the social contexts in which she lives and works.
Advanced Valuing
As one continues to develop awareness of both personal and community/organizational and/or
cultural value and emotional awareness and sensitivity, s/he is able to engage a mature valuing
stance:
Valuing at the Advanced Level:This is the opportunity for students to integrate valuing with the content of her academic work in an advanced and meaningful way.
The Alverno Student further develops her ability to critically examine her own values and explain how those values inform her value stance. She becomes able to express ways that her increasing knowledge of other perspectives informs her own changes in personal and professional decisions.
The Integration of Valuing and Emotion at The Advanced Level
The Alverno
Student:
Will recognize the integration of emotion, thought, and belief in this process, as well as give expression to her own stable center of care and strength; that which is at the “heart” of her decision‐making. Ultimately, such integration will develop her moral imagination.
Example of Valuing Work at the Advanced Level
Clinical Psychology Course (Senior Level): Student considers her core values related to the values
apparent in the APA Ethical Principles, Ethics Code and Multi‐cultural guidelines. She gives examples
from the code, as well as examples of her own experiences within the clinical internship setting
where she works.She then considers how this comparative analysis will
inform her future work in Psychology.
References and Helpful ReadingAstin, A. (1993). What matters in college: Four critical years Francisco: Jossey
Bass
Baker, A., Jensen, P, Kolb, D. (2002). Conversational Learning. CT: Greenwood Press.
Baxter Magolda, M. (2004). Learning partnerships: Theory and models of practice. Sterling,
VA: Stylus.
Benson, H. (1997). Timeless healing: The power and biology of belief. New York: Fireside.Bower, G. (1994). How might emotions affect learning? In S. Christianson (Ed.) The
handbook of emotion and memory: Research and theory.
(pp.3‐31). Hillsdale, NJ:
Lawrence Erlbaum Associates, Inc.
Brandsford, J., Brown, A., and Cocking, R. (Eds.). (2000). How people learn: Brain, mind,
experience and school. Washington, D.C.
Braskamp, Larry A., Trautvetter, Lois Calian, and Ward, Kelly. Putting students first: How
to develop students purposefully.
Bronfenbrenner, U. (1977). Toward an experimental ecology of human development.
American Psychologist. July 513‐531.
Chickering, Arthur, Dalton, Jon C., and Stamm, Liesa. Encouraging authenticity and
spirituality in higher education
Gardner, H. (2004). Intelligence reframed: Multiple intelligences for the 21st
century. New
York: Basic Books.
Gilligan, C., Rogers, A., et al. (1993). Mapping the moral domain.
Cambridge: Harvard Univ.
Press
References and Helpful Reading (Continued)
Goleman, D. (1995). Emotional intelligence. New York: Bantam Books.
Goleman, D., Boyatzis, R.E., and McKee, A. (2002). The new leaders: Transforming the art
of leadership into the science of results. London: Little, Brown.
Haidt, J. (2001). The emotional dog and its rational tail: A scial
intuitionist approach to
moral judgment. Psychological Review. 108, 814‐834.
Hall, M. (2005). Bridging the heart and mind: Community as a device for linking cognitive
and affective learning. Journal of Cognitive Affective Learning.
V1N2. Kabat‐Zinn, J. (1994). Wherever you go, there you are: Mindfulness meditation in everyday
life. New York: Hyperion.
Kohlberg, L. (1984) The psychology of moral development. San Francisco: Harper & RoweKolb, D.A., Boyatzis, R.E., and Mainermelis, C. (2001). Experiential learning theory:
Previous research and new directions. In R. J. Sternberg & L.‐F. Zhang (Eds.)
Perspectives on thinking, learning and cognitive styles
(pp. 227‐247). Mahwah, NJ:
Lawrence Erlbaum Associates.
McCombs, B. L. (2004). The learner‐centered psychological principles: A framework for
balancing academic achievement and social‐emotional learning outcomes. In J. E. Zins,
R. P. Weissberg, M.C. Wang and H. J. Walberg (Eds.), Building academic success on
social and emotional learning: What does the research say? (pp. 23‐39). New York:
Teachers College Press.
References and Helpful Reading (Continued)
Naess, A. (2003). Between reason and emotion. Lecture. University of Prague.Nussbaum, M. (2001). Upheavals of thought: The intelligence of emotions. Cambridge:
Cambridge University Press.
Perry, William G., Jr., (1970).Forms of Intellectual and Ethical Development in the College
Years: Holt, Rinehart and Winston.
Senge, P. M. (1990) The fifth discipline. New York: Doubleday. Shapiro, A. (2007). Student’s affective responses to studying the Holocaust: Pedagogical
issues and an interview process. In Goldenberg & Millen (Eds.). Testimony, tensions and
Tikkun: teaching the Holocaust in colleges and universities.
Seattle: Univ. Washington
Press.
Solomon, R. C. (2003). Not passion’s slave: Emotions and Choice. Oxford: Oxford
University Press.
Zajonc, R. B. (2000). Feeling and Thinking: Closing the debate over the independence of
affect. In J. P. Forgas
(Ed.), Feeling and thinking: The role of affect in social cognition
(pp. 31‐58). Cambridge, U.K.; New York: Cambridge University Press.
Alverno
College Valuing Department
Patricia Geenen, Professional Communication : ChairColleen Barnett, Instructional Services Patricia Bowne, Biology Margaret Earley, Religious Studies Jodi Eastberg, History Donna Engelmann, Philosophy Amy Fritz, Career Education Sandra Graham, PsychologyJoanne Mack, Business Management Rosa Mendez, Nursing Marcia Mentkowski, Education Research & Evaluation Sharon Morris‐Pruitt, NursingDesiree Pointer‐Mace, EducationConnie Popp, Campus Ministry Tracy Stockwell, Professional Communication Tracy Thompson, Physical Science Julie Ullman, Psychology