EMOTIONS IN THE TEACHING PROCESS / EMOCIJE U NASTAVI

Abstract

ABSTRACT

Research into educational processes reveals that the dominant emotions are boredom and fear and that negative emotions are prevalent, but also that the situation can be changed and a domination of positive emotions can be reached. Emotions are not only a part of educational climate, but the essential aspect of educational process. They form a part of both verbal and non-verbal communication, they are the subject of teaching in art education, but also in the overall human relationships. Emotions can be perceived as love towards one's own profession, towards the subject we work on, towards pupils or students, but also reversely – that of pupils and students towards teacher, subject or profession. Successful teaching is not only based on emotions, it is, as Pestalozzi put it, a unity of head, heart and hand.
This paper is the result of the project which has been carried out at three levels: (1) a study into theoretical level of emotions in teaching; (2) a seminar for teachers on the emotions in teaching with the application of a creative approach, collection of teachers' questions about the issues in practice and survey of emotional climate in this form of educational process; and (3) a report on the results of the project and solutions to the problems in practice.
The aim of this research has been to apply the so-called lateral thinking onto the issue of emotions in teaching, by using this method in seminars for teachers, while approaching the issue in six different ways: as a process, information, emotionally, critically, optimistically, and creatively. In writing this paper we have also used this approach, which represents a shift from the positivist approach.
The obtained results indicate that there is a problem of fierce and uncontrolled emotional reaction in practice, a problem of heavy emotions that are the result of child trauma and unpleasant emotions connected with grading and ranking. It turns out that teaching with the creative technique of ‘lateral thinking’ cause favourable emotional climate and the seminar participants felt pleasant emotions in 98% cases.
Key words: emotional climate, creativity, lateral thinking
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SAŽETAK

Istraživanja odgojno - obrazovnog procesa govore o tome da su dominantne emocije dosada i strah i da dominiraju neugodne emocije, ali isto tako da je moguće promijeniti stanje i postići dominaciju ugodnih emocija. Emocije nisu samo dio odgojno - obrazovne klime, nego i sama suština odgojno - obrazovnog procesa. One su dio verbalne, ali i neverbalne komunikacije, predmet su učenja putem umjetnosti, ali i ukupnih ljudskih odnosa. Emocije možemo promatrati i kao ljubav prema vlastitoj profesiji, prema predmetu kojim se bavimo, prema učenicima ili studentima, ali isto tako i obratno učenika i studenata prema nastavnicima/nastavniku, predmetu ili profesiji. Uspješna nastava se ne bazira samo na emocijama, ona je, kako to reče Pestalozzi, jedinstvo glave, srca i ruke.
Rad je nastao kao rezultat projekta koji je rađen na tri razine: (1) izučavanje teorijske razine problema emocija u nastavi, (2) realizacija seminara za učitelje s problematikom emocija u nastavi na kojemu je primijenjen kreativni pristup, prikupljena pitanja učitelja o problemima u praksi i ispitana emocionalna klima na toj vrsti odgojno-obrazovnog procesa te (3) pisanje izvještaja o rezultatima projekta i nuđenje rješenja za probleme u praksi.
Cilj rada je da primjeni tzv. lateralno mišljenje na problem emocija u nastavi i to tako da se na seminarima za učitelje koristi ovaj postupak te da se problemu pristupi na šest različitih načina: kao procesu, kao inforamcijama, emocionalno, kritički, optimistički i kreativno. Pri pisanju ovoga rada također se koristi ovaj metodološki pristup što predstavlja pokušaj odmaka od pozitivističkog pristupa.
Rezultati do kojih se došlo govore da se u praksi posebno javlja problem burnog i nekontroliranog emocioanlnog reagiranja, problem teških emocija koje nastaju kao posljedica dječjih traumatskih iskustava te neugodne emocije vezanih uz ocjenjivanje i rangiranje. Pokazalo se da je nastava na kojoj je korišten kreativni postupak „lateralno mišljenje“ izazvala ugodnu emocionalnu klimu te da su sudionici u 98% slučajeva odabrali ugodne emocije kao osobni osjećaj na ovim skupovima.
Ključne riječi: emocionalna klima, kreativnost, lateralno mišljenje,