Titlebook: Affectivity and Learning; Bridging the Gap Bet Pablo Fossa,Cristian Cortés-Rivera Book 2023 The Editor(s) (if applicable) and The Author(s)

UNT

https://doi.org/10.1057/9780230601772volved in its implementation are described..To conclude from the prism of human rights and with a community approach, it is proposed to consider the learning processes of university students with diversity, affectivity in dialogue with inclusive pedagogies, and respect for the socio-cultural knowledge of the territories of origin of the students.

運(yùn)動(dòng)吧

報(bào)復(fù)

Learning and Affectivity: Pedagogical and Cultural Dimensions in the Inclusion of Diversity in Univevolved in its implementation are described..To conclude from the prism of human rights and with a community approach, it is proposed to consider the learning processes of university students with diversity, affectivity in dialogue with inclusive pedagogies, and respect for the socio-cultural knowledge of the territories of origin of the students.

Prophylaxis

not only in educational contexts.Bridges the gap between dif.This book presents an interdisciplinary approach to the study of affectivity and human learning by bridging the gap between neuroscience, cultural and cognitive psychology. It brings together studies that go beyond the focus on cognitive-i

正面

An Evaluation Framework for CSR Reportingpens questions about the role that affectivity plays in human learning processes and why an integrative and interdisciplinary approach is necessary. In addition, this chapter shows a brief description of the main ideas presented in the different parts and chapters of this book.

完成

https://doi.org/10.1007/978-3-319-97649-5sion in which the subject is involved when they want to develop, communicate and accredit knowledge in a written way. Understanding the writing process from the affectivity standpoint re-signifies subjectivity and gives genuine value to the experience of learning.

corporate

Oscar S. Mmbali,Dhriwit Assawasirisilpce in America and vocalized responses from teachers providing interventions during the COVID-19 pandemic are explored. These responses create tension in mainstream psychological definitions of affectivity and learning and suggest the need for more unified analysis within education systems in capitalist models.

百靈鳥

antiquated

Why Affectivity in Learning? Toward an Affectively Guided Learning,has mainly prioritized the cognitive-intellectual variables involved in the learning process. In recent decades, there has been a significant increase in research that has attempted to explore the relationship between affectivity and the teaching-learning process. Notwithstanding this, the role that

dragon

Strengths of Character in Well-Being and University Learning: A View from Educational Counselingnence, and abandonment of students. Research in this context has shown a growing interest in exploring the relationships between elements of affectivity and learning. Therefore, this chapter contemplates three objectives: (1) characterize the research published in the international literature on cha