Schools have historically neglected the education of the emotions for three stated reasons¶

Claim · All claims
Evidence · 1 study (2 entries) · theoretical r2–r3 · q1
Currency · newest study 1916 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The school's neglect of the emotional side of life is attributed to a mistaken conception of schooling as intellectual training, undervaluation of the emotions, and the absence of any applicable method. → Henry 1916 q1 i? Educators increasingly recognize a vital interplay of thoughts with feelings rather than separate intellectual and emotional faculties. → Henry 1916 (2)

Evidence¶

Henry 1916¶

Henry, T. S. (1916). The Education and Control of the Emotions. The Journal of Educational Psychology. https://psycnet.apa.org/journals/edu/

q1 · i? · theoretical · r3

Theoretical argument from the article's opening section on why schooling has ignored affective development. The author lists three reasons, including 'a lack of comprehension of the value of the emotional side of life' and the absence of any method applicable to training the emotions.

"The school's neglect of this large and important part of our native equipment has been due to three reasons: (1) a mistaken conception of the school as an institution adapted primarily, if not solely, to the training of the intellectual"

Henry 1916 (2)¶

Henry, T. S. (1916). The Education and Control of the Emotions. The Journal of Educational Psychology. https://psycnet.apa.org/journals/edu/

q1 · i? · theoretical · r2

Theoretical argument that educators now see thought and feeling as interdependent, which the author offers as a reason the neglect of emotion 'is beginning to lose its cogency'. No empirical data are reported; this is the article's own interpretive claim.

"the mind is not composed of intellectual and emotional faculties set over against each other, but that there is a very vital connection and interplay of thoughts with feelings"

Discussion¶

Related Claims¶

• Blended learning designs pay most affective-climate attention to motivating and mental-effort tasks while neglecting appraising and dealing with emotions — related
• Educational psychology has long neglected marginalized learners and remains complicit in imposing normative standards and social stratification — related