La ricerca si interroga in merito al valore dell’educazione affettiva, intesa come offerta di esperienze che consentano di affrontare il problema dell’“analfabetismo emozionale”, che implica incapacità o difficoltà a riconoscere, esprimere e gestire i fenomeni della vita affettiva. Il lavoro riguarda la progettazione di un percorso di educazione affettiva avente come obiettivo quello di facilitare i partecipanti (bambini di quattro classi quarte di tre scuole primarie veronesi) a riflettere sulle proprie emozioni. La ricerca condotta su tale percorso è stata orientata dalla seguente domanda: “Quali modi dell’autocomprensione affettiva emergono da un’esperienza educativa strutturata a partire da una concezione cognitiva dei vissuti affettivi?”. In questo lavoro, sulla base di alcune tesi sulla vita affettiva sostenute da autori della fenomenologia novecentesca (Scheler, 2008, 2013; Stein, 2000a, 2001, 2005; Pfänder, 2002) e contemporanea (De Monticelli, 2008a; Mortari, 2002, 2006b, 2009a, 2013a), si mette in luce che l’educazione affettiva è importante perché la maturazione affettiva rappresenta un aspetto costitutivo della maturazione personale e perché le emozioni condizionano il nostro modo di essere, di vivere e di rapportarci agli altri. Inoltre, si evidenzia che la possibilità dell’educazione affettiva risulta concepibile se pensata alla luce di una concezione cognitiva dei vissuti affettivi (Nussbaum 1998, 2004; Oatley, 1997; Harris, 1991; Ellis, 1993a, 1993b): infatti, se i vissuti affettivi incorporano contenuti cognitivi, rappresentati da convinzioni o valutazioni, allora possono diventare oggetto di comprensione da parte della persona che li vive. L’ipotesi educativa che è possibile proporre muovendo da questa premessa è che l’“analfabetismo emozionale” possa essere affrontato facilitando le persone, fin dai primi livelli di scolarizzazione, ad attuare l’“autocomprensione affettiva” (Mortari, 2009a, 2015), intesa come una pratica di conoscenza di sé rivolta alla propria vita affettiva. Durante il percorso educativo, i bambini sono stati invitati a raccontare ed analizzare le loro emozioni all’interno di un diario definito “diario della vita affettiva” (Mortari, 2015). In particolare, il compito dato ai bambini era quello di raccontare nei loro diari un’emozione vissuta durante la giornata e di analizzarla sulla base della metafora dell’“orto delle emozioni” (ideata da Mortari per questa ricerca), che prevede un’associazione fra vissuti affettivi e piantine di verdura. L’utilizzo di questa metafora aveva l’obiettivo di facilitare i bambini a riconoscere il fatto da cui le loro emozioni scaturivano, le manifestazioni con cui si esprimevano ed i pensieri ad esse connessi. Per l’analisi dei diari è stato adottato un approccio metodologico di tipo fenomenologico, induttivo ed “emergenziale” (Mortari, 2006b, 2007, 2009b). La ricerca permette di identificare come modi dell’autocomprensione affettiva innanzitutto le tre operazioni cognitive che sono state richieste ai bambini per l’analisi delle loro emozioni, ossia l’individuazione del fatto da cui le emozioni scaturiscono, l’individuazione delle manifestazioni con cui eventualmente si esprimono e l’individuazione dei pensieri ad esse connessi. Dai diari dei bambini sono inoltre emersi altri quattro elementi dell’esperienza affettiva a cui può essere rivolta l’attenzione durante un esercizio di autoanalisi, cioè l’intensità dell’emozione provata, il desiderio o il non volere che possono accompagnarla e la presenza di un’emozione ulteriore, che si qualifica come aggiuntiva rispetto a quella principale. È importante evidenziare che fra i guadagni educativi che i bambini hanno affermato di aver tratto da questo percorso ce ne sono anche alcuni che riguardano la conoscenza della vita affettiva, l’espressione e la scrittura delle emozioni, il lessico emozionale e le competenze di autoanalisi.
The purpose of this study was to investigate the value of emotional education in order to address the problem of “emotional illiteracy”. Emotional illiteracy means people’s incapability or difficulty in recognizing, expressing and managing their emotional life. This study implies the realization of an educative experience on emotions for children and the development of research on this educative experience. Participants were children in four fourth classes of three primary schools in Verona. The organization of the educative path was aimed at facilitating the children’s reflections on their emotions. The research on the educative path was guided by the following research question: “What ways of affective self-understanding emerge from an educative experience that is structured on the basis of a cognitive conception of emotions?” Some phenomenologists (Scheler, 2008, 2013; Stein, 2000a, 2001, 2005; Pfänder, 2002; De Monticelli, 2008a; Mortari, 2002, 2006b, 2009a, 2013a) highlight the importance of the emotional life. Starting from their perspective, in this work the following thesis about emotional education is sustained: emotional education is important because emotional growth is a constitutive aspect of personal growth, and emotional experience influences our ways of being, living and relating to others. Another thesis sustained in this work is that emotional education is conceivable in the light of a cognitive conception of emotion (Nussbaum, 1998, 2004; Oatley, 1997; Harris, 1991; Ellis, 1993a, 1993b). Since emotions have cognitive contents (beliefs or appraisals), they can be understood by the person who feels them. Starting from this premise, the educative experience developed in this study considers the following proposition: “emotional illiteracy” can be addressed since the early levels of schooling by facilitating people’s engagement in “affective self-understanding” (Mortari, 2009a, 2015), where affective self-understanding is conceived as a practice of self-knowledge applied to the emotional life. During the educative path, the children were required to write and analyse their emotions in a personal journal titled the “journal of emotional life” (Mortari, 2015). In their journal, the children had to write a narrative about an emotion they felt during the day and analyse it on the basis of a metaphor. The metaphor is the “vegetable garden of emotions” (invented by Mortari for this research); according to this metaphor, every emotion is associated with a vegetable plant. The use of this metaphor was aimed at facilitating the children’s recognition of the fact which gave rise to an emotion, the manifestations of this emotion and the thoughts linked to it. The children’s writings were analysed on the basis of a phenomenological and inductive approach (Mortari, 2006b, 2007, 2009b). The study’s results allow identification of some elements in the way in which the children develop their affective self-understanding: - the cognitive operations that were required of the children for the analysis of their emotions; that is to say, the recognition of: the fact which gives rise to the emotion; the manifestations through which the emotion eventually expresses itself; the thoughts which are linked with the emotion; - the recognition of the intensity of the experienced emotion; - the recognition of the desire or unwillingness that can accompany the emotion; - the recognition of an additional emotion. From the children’s perspective, it is significant to point out that they perceived the acquisition of personal knowledge of their affective life, the ability to express and write about their emotions, the emotional lexicon and the competence of self-analysis.
L'autocomprensione affettiva. Una ricerca a scuola
Valbusa, Federica
2016-01-01
Abstract
The purpose of this study was to investigate the value of emotional education in order to address the problem of “emotional illiteracy”. Emotional illiteracy means people’s incapability or difficulty in recognizing, expressing and managing their emotional life. This study implies the realization of an educative experience on emotions for children and the development of research on this educative experience. Participants were children in four fourth classes of three primary schools in Verona. The organization of the educative path was aimed at facilitating the children’s reflections on their emotions. The research on the educative path was guided by the following research question: “What ways of affective self-understanding emerge from an educative experience that is structured on the basis of a cognitive conception of emotions?” Some phenomenologists (Scheler, 2008, 2013; Stein, 2000a, 2001, 2005; Pfänder, 2002; De Monticelli, 2008a; Mortari, 2002, 2006b, 2009a, 2013a) highlight the importance of the emotional life. Starting from their perspective, in this work the following thesis about emotional education is sustained: emotional education is important because emotional growth is a constitutive aspect of personal growth, and emotional experience influences our ways of being, living and relating to others. Another thesis sustained in this work is that emotional education is conceivable in the light of a cognitive conception of emotion (Nussbaum, 1998, 2004; Oatley, 1997; Harris, 1991; Ellis, 1993a, 1993b). Since emotions have cognitive contents (beliefs or appraisals), they can be understood by the person who feels them. Starting from this premise, the educative experience developed in this study considers the following proposition: “emotional illiteracy” can be addressed since the early levels of schooling by facilitating people’s engagement in “affective self-understanding” (Mortari, 2009a, 2015), where affective self-understanding is conceived as a practice of self-knowledge applied to the emotional life. During the educative path, the children were required to write and analyse their emotions in a personal journal titled the “journal of emotional life” (Mortari, 2015). In their journal, the children had to write a narrative about an emotion they felt during the day and analyse it on the basis of a metaphor. The metaphor is the “vegetable garden of emotions” (invented by Mortari for this research); according to this metaphor, every emotion is associated with a vegetable plant. The use of this metaphor was aimed at facilitating the children’s recognition of the fact which gave rise to an emotion, the manifestations of this emotion and the thoughts linked to it. The children’s writings were analysed on the basis of a phenomenological and inductive approach (Mortari, 2006b, 2007, 2009b). The study’s results allow identification of some elements in the way in which the children develop their affective self-understanding: - the cognitive operations that were required of the children for the analysis of their emotions; that is to say, the recognition of: the fact which gives rise to the emotion; the manifestations through which the emotion eventually expresses itself; the thoughts which are linked with the emotion; - the recognition of the intensity of the experienced emotion; - the recognition of the desire or unwillingness that can accompany the emotion; - the recognition of an additional emotion. From the children’s perspective, it is significant to point out that they perceived the acquisition of personal knowledge of their affective life, the ability to express and write about their emotions, the emotional lexicon and the competence of self-analysis.File | Dimensione | Formato | |
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