Arouse desired emotions in pupils through art, literature, history, and imitation of admired models¶

Strategy · All strategies
Evidence · 1 claim (1 against) · 1 study (1 theoretical), q1 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

A prescription favored among educational writers for training emotions through schoolwork: use art, literature, biography and history, which Horne calls 'the most effective instruments in educating the feelings' and Bagley the chief media for transmitting emotions. Its psychological basis is the law that 'to arouse any emotion, we should arouse ideas which have gone with that emotion in the past'. Imitation and suggestion extend the method, as when a teacher's visible admiration spreads to the class.

Design Implications¶

Context¶

Requirements¶

• The child must have sometime experienced the desired emotion in connection with the ideas presented, or the situation must be vivid enough to arouse an instinctive response

Constraints¶

• Difficulty depends on the nature of the particular emotion or sentiment; the article adds that frequency of the emotion among children of the given age matters, and that a pictured situation does not call up precisely the emotion of the actual event

Target Learners¶

• school pupils

Target Learning Goals¶

• arousal and development of desirable emotions and sentiments through academic subject matter

Claims¶

• Emotions aroused by pictures and literature are aesthetic 'pseudo-emotions' that differ from real emotions and are less fatiguing [-W]

Related Strategies¶

• Mentor Texts
• Create a safe space in arts instruction so students can take productive risks and grow emotionally
• Use indirect means—athletics, social affairs, literature, religion, and a lifework—to redirect the youth's instinctive energies alongside direct sex instruction.

Examples¶

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Key Sources¶

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