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dc.contributor.authorMacleod, Gale-
dc.contributor.authorMacAllister, James-
dc.contributor.authorPirrie, Anne-
dc.date.accessioned2015-11-03T13:12:40Z-
dc.date.available2015-11-03T13:12:40Z-
dc.date.issued2010-04-
dc.identifier.citationThe International Journal of Emotional Education. 2010, Vol. 2(1), p.34-48.en_GB
dc.identifier.isbn20737629-
dc.identifier.urihttps://www.um.edu.mt/library/oar//handle/123456789/6097-
dc.description.abstractIn this paper we argue that while emotional education intervention packages offer certain advantages, there are risks associated with their uncritical use. The main risk is that if the unwanted behaviour of some pupils is seen merely as a problem that can be dealt with through targeted intervention, then important, identity constitutive parts of their reality might become obscured. We reconsider sociological explanations of school disaffection, along with more recent sociological and philosophical attempts to explore the emotional aspect of schooling. We hypothesise that some of the challenging behaviour exhibited by young people in schools is solution seeking; that it is a functional adaptation to an essentially foreign emotional environment. We conclude that attempts to educate the emotions should aim to develop morally rich virtues rather than empty intelligences.en_GB
dc.language.isoenen_GB
dc.publisherCentre for Resilence & Socio-Emotional Healthen_GB
dc.rightsinfo:eu-repo/semantics/openAccessen_GB
dc.subjectEmotional intelligenceen_GB
dc.subjectSocial skillsen_GB
dc.subjectEmotionsen_GB
dc.subjectLanguage and languagesen_GB
dc.titleEmotional education as second language acquisition?en_GB
dc.typearticleen_GB
dc.rights.holderCentre for Resilience & Socio-Emotional Healthen_GB
dc.description.reviewedpeer-revieweden_GB
Appears in Collections:IJEE, Volume 2, Issue 1
IJEE, Volume 2, Issue 1

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