By Marshall Wise Alcorn
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Extra info for Resistance to Learning: Overcoming the Desire-Not-To-Know in Classroom Teaching
Reflection often has an unacknowledged emotional component. Through reflection, emotions not yet fully entertained can be brought into active contemplation. Through active contemplation, new feelings are produced by contemplating old feelings in a new context. These new feelings can be then be 36 / Resistance to Learning brought to bear upon understanding. New feelings toward information thus allow the assimilation of information. This dimension of reflection requires time, and time becomes another key factor in the emotional assimilation of thought.
It is instrumental in determining what we learn both as a precondition for learning and because it is what comes to implement the new capacities which constitute our learning. (2002, 258) Emotion gives meaning to meaning. Ideas have value in relation to affective consequences. Thoughts “strike us” with affective resonance. 24 / Resistance to Learning We anticipate a world informed by feeling states organized by past memories. New information cannot shape habits of mind until it is integrated within a preexisting affective network.
When groups of women gathered together to give each other emotional support for the courage to think, the world changed for women. 34 / Resistance to Learning The desire not to know reflects the workings of emotion. But the solution to the desire not to know is not to banish emotion from the context of thought but to explore and reflect upon the various demands of emotion in relation to any context of thought. The exploration of emotion can work as a reorganization of emotion, and this reorganization allows the core self to broaden its conscious awareness and thus more effectively assimilate information for problem-solving purposes.
Resistance to Learning: Overcoming the Desire-Not-To-Know in Classroom Teaching by Marshall Wise Alcorn