EDUCATIONAL PSYCHOLOGY
En la hora del aprendizaje surgen varias emociones que nos limitan a absorber el conocimiento, esto puede ser por varios factores que nos crean barreras para aprender.
Para poder eliminar esas barreras necesitamos de primero identificarlas.
¿Cuales son las limitaciones que se nos presentan a la hora de aprender?
Nuestras emociones bloquean y alientan el aprendizaje, lo que me interesa saber es cuales son las barreras que nos detienen a aprender.
Para poder eliminar esas barreras necesitamos de primero identificarlas.
¿Cuales son las limitaciones que se nos presentan a la hora de aprender?
Nuestras emociones bloquean y alientan el aprendizaje, lo que me interesa saber es cuales son las barreras que nos detienen a aprender.
Limitiaciones en el aprendizaje
Cuáles son los factores o variables en un aprendizaje
Usar ejemplos propios.
Preguntas a hacerse:
¿Cómo influye la edad en el aprendizaje?
¿Que cosas pasan en mi mente en la hora de aprender algo nuevo?
¿Qué me impulsa a mi a aprender?
Valoro la idea del futuro con mas conocimiento y las cosas que podré hacer con ese conocimiento.
¿Qué limita en el aprendizaje?
No saber el por qué se estudia tal cosa, o en que puede aplicarse ese conocimiento en la vida diaria.
Actual estado emocional
Experiencias pasadas con mala sensación con temas similares
Requiere mas esfuerzo del que estoy dispuesta a dar.
No quiero entender
Usar ejemplos propios.
Preguntas a hacerse:
¿Cómo influye la edad en el aprendizaje?
¿Que cosas pasan en mi mente en la hora de aprender algo nuevo?
¿Qué me impulsa a mi a aprender?
Valoro la idea del futuro con mas conocimiento y las cosas que podré hacer con ese conocimiento.
¿Qué limita en el aprendizaje?
No saber el por qué se estudia tal cosa, o en que puede aplicarse ese conocimiento en la vida diaria.
Actual estado emocional
Experiencias pasadas con mala sensación con temas similares
Requiere mas esfuerzo del que estoy dispuesta a dar.
No quiero entender
¿Por qué estudiar?
Estudiar es aplicar la mente a algo, leer y examinar, con el proposito de aprender y entender.
Muchas personas no estudian el curso para poder aplicar la información que contiene. Por lo tanto, fallan en la practica.
Entender el por qué quiere uno estudiar algo, y ver que aplicaciones tiene a futuro- esto puede ser una motivación para el estudiante en vez de una carga.
Un ejemplo de cuando una vez estudie sin la intencion de usar los datos que estaba estudiando:
Cuando me estaba aprendiendo las tablas de multiplicar y la tabla periódica.
Me recuerdo haber tenido un juego para aprenderme las tablas de multiplicar, y decía que para qué me las iba a aprender si tenía eso. Y ahora me sigue afectando en que son pocas las que me puedo de memoria.
Un ejemplo de cuando una vez estudie con la intención de usar los datos que estaba estudiando:
En clase de historia de estados unidos, me recuerdo que la dinámica era diferente, porque no era de memorizar si no que entender, analizar, hacer conexiones, y comprender entornos. Eso me gustaba porque tambien podia dar mi punto de vista y ver como la historia se miraba repetida en nuestra politica y sociedad.
La diferencia de los dos es:
En el que era matemáticas – no entendia cual iba a ser su uso práctico, si ya tenía calculadoras o algo mas que lo iba a hacer por mi. En cambio en historia, quería yo entender cómo un pais se habia formado y que lo habia influenciado a que fuera así hoy en día. Al parecer, en un ambiente no hay interés o no hay conocimiento de su aplicación en la realidad, en la otra si que sabía su aplicación en algo que podía ver.
Una de las peores barreras que podemos tener como humanos, es el Yo ya se todo.
Afecta en que uno se cierra a aprender, y piensa que no hay nada nuevo que descubrir. ¿por qué tenemos esa tendencia a querer demostrar de que ya sabemos todo?
Otra barrera en el aprendizaje es - La falta de un objeto de masa presente en la hora del aprendizaje.
Si no tengo idea de cómo es el objeto en la vida real de lo que se esta prendiendo, entonces cómo puedo imaginarmelo?
Muchas personas no estudian el curso para poder aplicar la información que contiene. Por lo tanto, fallan en la practica.
Entender el por qué quiere uno estudiar algo, y ver que aplicaciones tiene a futuro- esto puede ser una motivación para el estudiante en vez de una carga.
Un ejemplo de cuando una vez estudie sin la intencion de usar los datos que estaba estudiando:
Cuando me estaba aprendiendo las tablas de multiplicar y la tabla periódica.
Me recuerdo haber tenido un juego para aprenderme las tablas de multiplicar, y decía que para qué me las iba a aprender si tenía eso. Y ahora me sigue afectando en que son pocas las que me puedo de memoria.
Un ejemplo de cuando una vez estudie con la intención de usar los datos que estaba estudiando:
En clase de historia de estados unidos, me recuerdo que la dinámica era diferente, porque no era de memorizar si no que entender, analizar, hacer conexiones, y comprender entornos. Eso me gustaba porque tambien podia dar mi punto de vista y ver como la historia se miraba repetida en nuestra politica y sociedad.
La diferencia de los dos es:
En el que era matemáticas – no entendia cual iba a ser su uso práctico, si ya tenía calculadoras o algo mas que lo iba a hacer por mi. En cambio en historia, quería yo entender cómo un pais se habia formado y que lo habia influenciado a que fuera así hoy en día. Al parecer, en un ambiente no hay interés o no hay conocimiento de su aplicación en la realidad, en la otra si que sabía su aplicación en algo que podía ver.
Una de las peores barreras que podemos tener como humanos, es el Yo ya se todo.
Afecta en que uno se cierra a aprender, y piensa que no hay nada nuevo que descubrir. ¿por qué tenemos esa tendencia a querer demostrar de que ya sabemos todo?
Otra barrera en el aprendizaje es - La falta de un objeto de masa presente en la hora del aprendizaje.
Si no tengo idea de cómo es el objeto en la vida real de lo que se esta prendiendo, entonces cómo puedo imaginarmelo?
Aprender a Aprender
Aprender es comprender cosas nuevas y lograr mejores formas de hacerlas.
Antes de que puedas aprender acerca de algo, tienes que querer aprender.
Una vez decides que quieres aprender algo, lo que sigue es estudiarlo, preguntar acerca de ello, y leer acerca de ello
Estudiar significa examinar algo,
Qué es una barrera?
Una limitación, que nos bloquea a seguir adelante con nuestro objetivo final.
Las barreras en el estudio son:
1. falta del objeto en masa.
2. El gradiente saltado: el gradiente es una forma de aprender o hacer algo paso a paso. Un gradiente puede ser facil y cada paso se vuelve mas difícil. Aprendes hacer algo aprendiendo a hacer cada parte de ello paso a paso. Aprendes hacer bien cada paso y entonces puedes hacerlo en su totalidad. *cuando no entiendes, o no sabes hacer un paso, significa que te has saltado un gradiente- no has aprendido un paso anterior.
Qué sensación da el saltarse un gradiente?
Mareo, bambolearse como si fueras a caer
Cuando te topas con algo que no sabes que hacer, piensas que la dificultad esta en este nuevo paso.
Pero no es asi- es en un paso anterior.
*Averigua que fue lo que entendio del paso que el piensa que hizo bien.
Haz que entienda bien este paso. Y sera capaz de hacer el siguiente paso.
Por qué debes aprender cosas nuevas paso a paso?
Para lograr tener buen fundamento sobre lo que viene después y como proseguir. Tener mastery de lo que se hace.
Qué puede suceder sí no aprendes las cosas paso a paso?
Que realmente no tengas un entendimiento en su totalidad de lo que estas haciendo, y de lo que puedes lograr hacer bien. No se hacen cosas excelentes, si no que mediocres.
Una barrera al estudio muy importante es la palabra malentendida
Malentendido quiere decir que no se entendió o se entendió en forma deficiente o incorrecta.
Al terminar de leer un libro- y luego no saber que leiste es por que en el texto habia una palabra que no entendiste.
Pasarte una palabra que no comprendiste puede hacerte sentir en blanco – como que si no estuvieras ahí.
La unica razón porque la persona dejaría de estudiar es porque se ha saltado una palabra que no entendio.
Para evitar esto- encuentra la palabra malentendida y consultala en un diccionario
La palabra malentendida es la mas importante de las barreras al estudio ya que es la que puede impedir totalmente que aprendas algo.
Antes de que puedas aprender acerca de algo, tienes que querer aprender.
Una vez decides que quieres aprender algo, lo que sigue es estudiarlo, preguntar acerca de ello, y leer acerca de ello
Estudiar significa examinar algo,
Qué es una barrera?
Una limitación, que nos bloquea a seguir adelante con nuestro objetivo final.
Las barreras en el estudio son:
1. falta del objeto en masa.
2. El gradiente saltado: el gradiente es una forma de aprender o hacer algo paso a paso. Un gradiente puede ser facil y cada paso se vuelve mas difícil. Aprendes hacer algo aprendiendo a hacer cada parte de ello paso a paso. Aprendes hacer bien cada paso y entonces puedes hacerlo en su totalidad. *cuando no entiendes, o no sabes hacer un paso, significa que te has saltado un gradiente- no has aprendido un paso anterior.
Qué sensación da el saltarse un gradiente?
Mareo, bambolearse como si fueras a caer
Cuando te topas con algo que no sabes que hacer, piensas que la dificultad esta en este nuevo paso.
Pero no es asi- es en un paso anterior.
*Averigua que fue lo que entendio del paso que el piensa que hizo bien.
Haz que entienda bien este paso. Y sera capaz de hacer el siguiente paso.
Por qué debes aprender cosas nuevas paso a paso?
Para lograr tener buen fundamento sobre lo que viene después y como proseguir. Tener mastery de lo que se hace.
Qué puede suceder sí no aprendes las cosas paso a paso?
Que realmente no tengas un entendimiento en su totalidad de lo que estas haciendo, y de lo que puedes lograr hacer bien. No se hacen cosas excelentes, si no que mediocres.
Una barrera al estudio muy importante es la palabra malentendida
Malentendido quiere decir que no se entendió o se entendió en forma deficiente o incorrecta.
Al terminar de leer un libro- y luego no saber que leiste es por que en el texto habia una palabra que no entendiste.
Pasarte una palabra que no comprendiste puede hacerte sentir en blanco – como que si no estuvieras ahí.
La unica razón porque la persona dejaría de estudiar es porque se ha saltado una palabra que no entendio.
Para evitar esto- encuentra la palabra malentendida y consultala en un diccionario
La palabra malentendida es la mas importante de las barreras al estudio ya que es la que puede impedir totalmente que aprendas algo.
Being Emotional during Decision Making- Good or Bad? An Empirical Investigation
Questions:
Is emotion an opposite for rationality? Can they both work together in decision-making?
How do you control your negative reactions?
How can you know what causes your negative and positive reactions?
Do you know how to respond when you have negative reactions?
Is it better to have your emotions controlled when making decisions?
What factors you take into account when taking decisions?
What's emotional intelligence?
How can you benefit from others experiences?
Is it reasonable to associate ones options with a judgement of goodness or badness?
What actions will I take controlling my emotions on decision-making?
They made a research with stock investors for 20 days, who had to rate their feelings on an internet web site while making investment decisions each day. Individuals who were better able to identify and distinguish among their current feelings achieve higher decision- making performance via their enhaced ability to control the possible biases induced by those feelings.
The theory was that investors had to keep their feelings under control in order to take decisions.
Some argue that feelings are a source of unwanted bias, need to be properly regulated. Other say that feelings play an adaptive role in decision-making and benefit personal well being.
The research position is the following- whether affective feelings are functional or dysfunctional for decision making is largely dependent upon how people experience those feelings and what they do about them during decision making.
Proposal- individuals can experience intense feelings during decision making while simultaneously regulating the possible biases induced by those feelings, both of which may positively contribute to their decision- making performance.
This study extends previous research on affect and decision making in three ways
1. It provides direct empirical evidence regarding how feelings influence individuals’ decision-making performance in a high fidelity simulation that simultaneously captures the aspects of psychological realism and the benefits of experiments.
2. We examine contrasting perspectives in the literature – the potentially functional and dysfunctional bias inducing roles of feelings in decision-making.
3. The degree to which affective feelings are functional and dysfunctional for decision-making varies considerably between individuals in a predictable way.
Feelings: broad term that refers to various affective states, including mood, not associated with a particular object, and discrete emotions, directed toward certain objects, such as anger and fear.
Feelings can affect the content of information retrieved in the brain during decision -making.
Momentary feelings influence various social judgments.
People tend to make judgements that are consistent with their affective stats at the time of judgment.
Affective feelings can directly bias individual choices. (intense unpleasant feelings often lead people to favor short- term enhacements, focusing on what is best in the moment, regardless of possibly negative long-term consequences).
There are ways in which feelings can facilitate decision making.
Affective reaction is a core driver of conscious attention and allocation of working memory.
An important function of momentary feelings is to shift attention from less pressing goals to more urgent ones.
Feelings can facilitate the decision-making processes involved in selecting and prioritizing choices relevant to situational requirements.
Decision making comes with infinite factors and options each with conflicting advantages and disadvantages, making it extremely impossible to make an optimal decision within a given time frame.
One always relates the decision with relative goodness or badness for our personal well-being.
People in affective states tend to categorize stimuli in a broader more inclusive and more flexible fashion which often enhances creativity and performance on complex tasks.
People in unpleasant affective states tend to engage in more effortful, systematic, piecemeal information processing, which leads to effective decision making when decisions require accurate, unbiased and realistic judgments or systematic execution of a structured decision protocol.
Reconciliation: Individual Differences in Affective Information Processing
Affective experiece has the potential to help and hurt those making important decisions.
Affective feelings can be determined by how individuals experience and handle those feelings in more or less functional or dysfunctional ways.
Difference in affective information processing.
Not only to experience the feelings but what we do with those feelings – to the extent to which they attend to the information feelings convey and integrate it into their judgments, decisions, and behaviors.
This framework suggests that how people experience their feelings and what they do with their feelings are conceptually separate and relatively independent processes.
A number of studies have evidenced that the bias-inducing effects of feelings disappear when people attribute their current feelings to the correct causes.
The effects of feelings depend on how people handle those feelings during decision-making.
Individuals who are more attentive to and better able to identify and distinguish among their current affective states- instead of ignoring them or viewing them globally are likely to better regulate the possibly bias- generating effects of their affective feelings during decision making.
ndividuals who are more
As a result, more emotionally differentiated individuals will achieve higher decision-making performance via their enhanced ability to regulate their affective influence on their decisions.
This argument leads them to a hypothesize which I most agree with which is that affective influence regulation mediates the relationship between emotion differentiation and decision-making performance.
When emotions are felt they must be annotated momentarily- because in that moment they have been biased.
First, individuals often experience more pressure to understand and actively regulate their emotions when they experience negative rather than positive emotions
positive, it is not significant (b 0.58, t 1.22). However, the path coefficient from negative emotion differentiation to affective influence regulation (path d) is both positive and significant (b 0.85,t 2.33, p 0.05); participants who reported their negative affective feelings in a more differentiated fashion were less influenced by their affective feelings in determining the level of risk in their daily stock portfolio.
Hypothesis 4 only partially supported; affective influence regulation fully mediates the effect of negative, but not positive, emotion differentiation on decision performance “Don’t let your emotions run your life,” however, we found that individuals who better kept their feelings from having direct impacts on their decisions achieved higher decision-making performance. This result confirms the dominant view in the literature on affect and decision making that affective experiences produce various biases in judgments and choices that must be properly regulated to enhance decision-making performance. Yet the popular prescription for successful emotion regulation, “Ignore your emotions,” appears, in view of our results, not to be the right answer for effective regulation of feelings and their influence on decision making. Instead, the results suggest exactly the opposite: individuals who better understood what was going on with their feelings during decision making and thus reported them in a more specific and differentiated fashion were more successful in regulating the feelings’ influence on decision making and, as a result, achieved higher investment returns.
This study suggests that both feelings and the ways people handle them during decision making have important consequences
for decision-making outcomes. In particular, the results showed a strong support for an alternative view that feelings and emotions can enable and facilitate decision-making processes.
experiencing feelings (a functional process) and doing something with those feelings (a dysfunctional process) may be mutually independent within an individual.
emotional intelligence is “one’s ability to monitor one’s own and others’ feelings and emotions, to discriminate among them and to use this information to guide one’s thinking and actions”
This study provides empirical evidence that emotion differentiation and affective influence regulation are two essential process components of emotional intelligence (Barrett& Gross, 2001) that positive emotion differentiation led to greater self-regulation of emotions.
Instead, better performers were more attentive to their current feeling states and better able to describe them clearly during decision making. In particular, the better performers could better distinguish among their negative feeling states, where the press for affective regulation is greatest
However, a more challenging issue is how to minimize the possibly negative influences of affective feelings, once affective experience and expression
became more encouraged and less constrained in workplaces.
This can be achieved by conducting frequent self-audits (Forgas & Ciarrochi, 2002) of current feelings during decision making—asking oneself, for instance, “How am I
feeling right now?” and trying to precisely describe current feelings and understand why they are being experienced. Employees and managers might also attempt to increase their general levels of emotional self-awareness
This result suggests that self-esteem positively moderates the relationship between negative emotion differentiation and affective influence regulation by helping individuals generate counter emotional (positive) thoughts once they have experienced negative feelings and consciously recognized them.
Feelings are an indispensable part of people’s individual and organizational lives and, more importantly, powerful entities that can both benefit and harm choices and decisions. Yet the popular approach has predominantly focused on understanding and minimizing the dysfunctional aspects of feelings. This study not only suggests that whether they are actually beneficial or harmful to decisions may largely depend upon how people experience, treat, and use their feelings during decision making, but also points to an alternative 936 Academy of Management Journal August approach in which both functional and dysfunctional
effects of feelings are equally acknowledged and simultaneously managed to maximize their positive effects and minimize their negative effects.
We invite more scholarly investigation of this alternative approach and the ways in which it can be applied to various individual and organizational practices.
Is emotion an opposite for rationality? Can they both work together in decision-making?
How do you control your negative reactions?
How can you know what causes your negative and positive reactions?
Do you know how to respond when you have negative reactions?
Is it better to have your emotions controlled when making decisions?
What factors you take into account when taking decisions?
What's emotional intelligence?
How can you benefit from others experiences?
Is it reasonable to associate ones options with a judgement of goodness or badness?
What actions will I take controlling my emotions on decision-making?
They made a research with stock investors for 20 days, who had to rate their feelings on an internet web site while making investment decisions each day. Individuals who were better able to identify and distinguish among their current feelings achieve higher decision- making performance via their enhaced ability to control the possible biases induced by those feelings.
The theory was that investors had to keep their feelings under control in order to take decisions.
Some argue that feelings are a source of unwanted bias, need to be properly regulated. Other say that feelings play an adaptive role in decision-making and benefit personal well being.
The research position is the following- whether affective feelings are functional or dysfunctional for decision making is largely dependent upon how people experience those feelings and what they do about them during decision making.
Proposal- individuals can experience intense feelings during decision making while simultaneously regulating the possible biases induced by those feelings, both of which may positively contribute to their decision- making performance.
This study extends previous research on affect and decision making in three ways
1. It provides direct empirical evidence regarding how feelings influence individuals’ decision-making performance in a high fidelity simulation that simultaneously captures the aspects of psychological realism and the benefits of experiments.
2. We examine contrasting perspectives in the literature – the potentially functional and dysfunctional bias inducing roles of feelings in decision-making.
3. The degree to which affective feelings are functional and dysfunctional for decision-making varies considerably between individuals in a predictable way.
Feelings: broad term that refers to various affective states, including mood, not associated with a particular object, and discrete emotions, directed toward certain objects, such as anger and fear.
Feelings can affect the content of information retrieved in the brain during decision -making.
Momentary feelings influence various social judgments.
People tend to make judgements that are consistent with their affective stats at the time of judgment.
Affective feelings can directly bias individual choices. (intense unpleasant feelings often lead people to favor short- term enhacements, focusing on what is best in the moment, regardless of possibly negative long-term consequences).
There are ways in which feelings can facilitate decision making.
Affective reaction is a core driver of conscious attention and allocation of working memory.
An important function of momentary feelings is to shift attention from less pressing goals to more urgent ones.
Feelings can facilitate the decision-making processes involved in selecting and prioritizing choices relevant to situational requirements.
Decision making comes with infinite factors and options each with conflicting advantages and disadvantages, making it extremely impossible to make an optimal decision within a given time frame.
One always relates the decision with relative goodness or badness for our personal well-being.
People in affective states tend to categorize stimuli in a broader more inclusive and more flexible fashion which often enhances creativity and performance on complex tasks.
People in unpleasant affective states tend to engage in more effortful, systematic, piecemeal information processing, which leads to effective decision making when decisions require accurate, unbiased and realistic judgments or systematic execution of a structured decision protocol.
Reconciliation: Individual Differences in Affective Information Processing
Affective experiece has the potential to help and hurt those making important decisions.
Affective feelings can be determined by how individuals experience and handle those feelings in more or less functional or dysfunctional ways.
Difference in affective information processing.
Not only to experience the feelings but what we do with those feelings – to the extent to which they attend to the information feelings convey and integrate it into their judgments, decisions, and behaviors.
This framework suggests that how people experience their feelings and what they do with their feelings are conceptually separate and relatively independent processes.
A number of studies have evidenced that the bias-inducing effects of feelings disappear when people attribute their current feelings to the correct causes.
The effects of feelings depend on how people handle those feelings during decision-making.
Individuals who are more attentive to and better able to identify and distinguish among their current affective states- instead of ignoring them or viewing them globally are likely to better regulate the possibly bias- generating effects of their affective feelings during decision making.
ndividuals who are more
As a result, more emotionally differentiated individuals will achieve higher decision-making performance via their enhanced ability to regulate their affective influence on their decisions.
This argument leads them to a hypothesize which I most agree with which is that affective influence regulation mediates the relationship between emotion differentiation and decision-making performance.
When emotions are felt they must be annotated momentarily- because in that moment they have been biased.
First, individuals often experience more pressure to understand and actively regulate their emotions when they experience negative rather than positive emotions
positive, it is not significant (b 0.58, t 1.22). However, the path coefficient from negative emotion differentiation to affective influence regulation (path d) is both positive and significant (b 0.85,t 2.33, p 0.05); participants who reported their negative affective feelings in a more differentiated fashion were less influenced by their affective feelings in determining the level of risk in their daily stock portfolio.
Hypothesis 4 only partially supported; affective influence regulation fully mediates the effect of negative, but not positive, emotion differentiation on decision performance “Don’t let your emotions run your life,” however, we found that individuals who better kept their feelings from having direct impacts on their decisions achieved higher decision-making performance. This result confirms the dominant view in the literature on affect and decision making that affective experiences produce various biases in judgments and choices that must be properly regulated to enhance decision-making performance. Yet the popular prescription for successful emotion regulation, “Ignore your emotions,” appears, in view of our results, not to be the right answer for effective regulation of feelings and their influence on decision making. Instead, the results suggest exactly the opposite: individuals who better understood what was going on with their feelings during decision making and thus reported them in a more specific and differentiated fashion were more successful in regulating the feelings’ influence on decision making and, as a result, achieved higher investment returns.
This study suggests that both feelings and the ways people handle them during decision making have important consequences
for decision-making outcomes. In particular, the results showed a strong support for an alternative view that feelings and emotions can enable and facilitate decision-making processes.
experiencing feelings (a functional process) and doing something with those feelings (a dysfunctional process) may be mutually independent within an individual.
emotional intelligence is “one’s ability to monitor one’s own and others’ feelings and emotions, to discriminate among them and to use this information to guide one’s thinking and actions”
This study provides empirical evidence that emotion differentiation and affective influence regulation are two essential process components of emotional intelligence (Barrett& Gross, 2001) that positive emotion differentiation led to greater self-regulation of emotions.
Instead, better performers were more attentive to their current feeling states and better able to describe them clearly during decision making. In particular, the better performers could better distinguish among their negative feeling states, where the press for affective regulation is greatest
However, a more challenging issue is how to minimize the possibly negative influences of affective feelings, once affective experience and expression
became more encouraged and less constrained in workplaces.
This can be achieved by conducting frequent self-audits (Forgas & Ciarrochi, 2002) of current feelings during decision making—asking oneself, for instance, “How am I
feeling right now?” and trying to precisely describe current feelings and understand why they are being experienced. Employees and managers might also attempt to increase their general levels of emotional self-awareness
This result suggests that self-esteem positively moderates the relationship between negative emotion differentiation and affective influence regulation by helping individuals generate counter emotional (positive) thoughts once they have experienced negative feelings and consciously recognized them.
Feelings are an indispensable part of people’s individual and organizational lives and, more importantly, powerful entities that can both benefit and harm choices and decisions. Yet the popular approach has predominantly focused on understanding and minimizing the dysfunctional aspects of feelings. This study not only suggests that whether they are actually beneficial or harmful to decisions may largely depend upon how people experience, treat, and use their feelings during decision making, but also points to an alternative 936 Academy of Management Journal August approach in which both functional and dysfunctional
effects of feelings are equally acknowledged and simultaneously managed to maximize their positive effects and minimize their negative effects.
We invite more scholarly investigation of this alternative approach and the ways in which it can be applied to various individual and organizational practices.
Why We Fear the Unkown
Why we fear the unknown?
What is the unkonwn?
Fear of foreigners or other strange seeming people comes out when we are under stress.
When it comes to fear and how we react, we do have a choice. We can, it seems, choose not to give in to our xenophobic tendencies.
How is Self-image created?
How easy is to divide the world into us and them? How is this creation started, and why it has existed along the years?
The desire to think highly of oneself. – one way is to be part of a distinctive group- the other is to denigrate the attributes of others so that you feel your group is better.
Are Identity and categorization the root cause of social biases?
Are we susceptible to prejudice and that there is an unconscious desire to divide the world into us and them?
When we become conscious of our biases we can take active- and successful steps to combat them.
You base your life on what you know or what you feel. Is this good or bad? or just is?
Are you fearless or fearful?
Fear activates the well-known fight-or-flight mechanism. This autonomic physiological process sends increased amounts of oxygenated blood to the large extremities so that we are prepared to fight or flee. Because we have a finite amount of blood, the increase in blood flow to our arms and legs leads to a corresponding decrease in blood flow in other areas—specifically, the brain. Physiologically speaking, students in an environment characterized by fear are not able to think as effectively and learn as much as those who are in an environment that feels safe and secure.
What is the unkonwn?
Fear of foreigners or other strange seeming people comes out when we are under stress.
When it comes to fear and how we react, we do have a choice. We can, it seems, choose not to give in to our xenophobic tendencies.
How is Self-image created?
How easy is to divide the world into us and them? How is this creation started, and why it has existed along the years?
The desire to think highly of oneself. – one way is to be part of a distinctive group- the other is to denigrate the attributes of others so that you feel your group is better.
Are Identity and categorization the root cause of social biases?
Are we susceptible to prejudice and that there is an unconscious desire to divide the world into us and them?
When we become conscious of our biases we can take active- and successful steps to combat them.
You base your life on what you know or what you feel. Is this good or bad? or just is?
Are you fearless or fearful?
Fear activates the well-known fight-or-flight mechanism. This autonomic physiological process sends increased amounts of oxygenated blood to the large extremities so that we are prepared to fight or flee. Because we have a finite amount of blood, the increase in blood flow to our arms and legs leads to a corresponding decrease in blood flow in other areas—specifically, the brain. Physiologically speaking, students in an environment characterized by fear are not able to think as effectively and learn as much as those who are in an environment that feels safe and secure.
Emotional Intelligence is the Missing Piece
Social and emotional learning can help students successfully resolve conflict, communicate clearly, solve problems, and much more.
Individuals need the skills to:
Communicate
Work in teams
Let go of the personal and family issues that get in the way of working and learning
= emotional intelligence.
Emotionally intelligent individuals:
Have ability to emphatize
Peerserve
Control impulses
Communicate clearly
Make thoughtful decisions
Solve problems
Work with others
Emotional intelligence is the capacity for recognizing our own feelings and those of others, for motivating ourselves, and for managing emotions well in ourselves and in our relationships.
Takes more than one class- emotional intelligence should be no less than a 3 year course.
Not teaching values- but skills
Teachers and parents should be partners in ways to promote behavior that improves communication, empathy, self-awaerness, decisionmaking, and problem solving.
Educating the heart is as important as educating the mind.
How are values thought?
How should morality be teached?
How to control impulses?
How to make more thoughtful decisions?
What is effective communication?
What skills should be thought in school?
How do you promote communication, empathy, self awareness, decision-making, and problem solving?
Is there one right way to know oneself?
Is there a process one needs to go to make more thoughtful decisions?
How to avoid the jumping from one set of believes to another one?
Individuals need the skills to:
Communicate
Work in teams
Let go of the personal and family issues that get in the way of working and learning
= emotional intelligence.
Emotionally intelligent individuals:
Have ability to emphatize
Peerserve
Control impulses
Communicate clearly
Make thoughtful decisions
Solve problems
Work with others
Emotional intelligence is the capacity for recognizing our own feelings and those of others, for motivating ourselves, and for managing emotions well in ourselves and in our relationships.
Takes more than one class- emotional intelligence should be no less than a 3 year course.
Not teaching values- but skills
Teachers and parents should be partners in ways to promote behavior that improves communication, empathy, self-awaerness, decisionmaking, and problem solving.
Educating the heart is as important as educating the mind.
How are values thought?
How should morality be teached?
How to control impulses?
How to make more thoughtful decisions?
What is effective communication?
What skills should be thought in school?
How do you promote communication, empathy, self awareness, decision-making, and problem solving?
Is there one right way to know oneself?
Is there a process one needs to go to make more thoughtful decisions?
How to avoid the jumping from one set of believes to another one?