Pedagogies for active citizenship: Learning through affective and cognitive domains for deeper democratic engagement

Wood, Bronwyn; Taylor, Rowena; Atkins, Rose; Johnston, Michael

doi:10.1016/j.tate.2018.07.007

Cited by 71 publications

(38 citation statements)

References 34 publications

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“…According to the result, an average, positive and significant relationship between affective and cognitive engagements was observed. Wood et al (2018) explained the importance of relating cognitive and affective in ensuring engagement in learning. By establishing an affectively engaging learning environment, the instructor was able to promote various cognitive skills during learning such as elaborating, critical thinking and self-directed learning (Koszalka & Lee, 2016).…”

Section: Resultsmentioning

confidence: 99%

The Relationship of Affective, Behavioral and Cognitive Engagements in ESL Higher Learning Classroom

Nazamud-Din

Zaini²,

Jamil

2020

ELTLS

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The 21st Century learning deems various transformative skills learners in order to equip the fresh graduates for the demand of the fast changing industry. One of the ways to ensure an effective learning environment is by establishing strong student engagement in the classrooms. Student engagement can be observed in several dimensions; behavioral, affective and cognitive. The present study uncovered the levels of student engagement in these three dimensions and their relationship with each other in an ESL course in a public university in Malaysia. The population was 180 undergraduates of the second semester and 120 undergraduates were randomly selected by cluster sampling. The researchers adopted a mixed-method approach that focused more on the quantitative approach. A questionnaire with 5-Likert scale items and open-ended questions were utilized. The analysis revealed a moderate level of engagement during instruction and affective engagement as the highest form of engagement among the students in the classroom. Pearson Correlation analysis presented moderate to strong, significant and positive relationships among the three dimensions. This study proves the importance of student engagement in higher education learning as an element that demands to be considered in the teaching instruction, and program administration planning.

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Section: Resultsmentioning

confidence: 99%

The Relationship of Affective, Behavioral and Cognitive Engagements in ESL Higher Learning Classroom

Nazamud-Din

Zaini²,

Jamil

2020

ELTLS

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“…This idealized vision of citizenship education dismisses the importance of the automatic ways individuals think and act, as well as the resistance to critical review that individual and collective emotions and identities exert [53,56]. As a growing number of scholars warn, citizenship learning requires both cognitive and affective engagement (e.g., [17,[57][58][59]). This affective engagement may require the arousal of emotions of anger and anxiety, confronting the tradition of what Hermans calls the 'smiling fascism' [60].…”

Section: Populism and Emotionsmentioning

confidence: 99%

The Educational Implications of Populism, Emotions and Digital Hate Speech: A Dialogue with Scholars from Canada, Chile, Spain, the UK, and the US

Estellés

Castellví

2020

Sustainability

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The recent rise of authoritarian populism, fueled by the spread of digital hate speech and the preeminence of emotions in the political arena, has not aroused much interest among educational researchers. In response to this gap in the literature, the authors of the present article aim to provide an overview of the educational implications of the recent wave of authoritarian populism by interviewing a group of experts on democratic citizenship education from various countries and backgrounds. The dialogue resulting from their responses helps to move forward the educational debate on how schools can deal with the emotions and hate speech that motivate support for authoritarian populisms.

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“…It is because that the affective domain is very important in 'its relationship with social action especially at the beginning of the learning process'. (Wood, Taylor, Atkins, & Johnston, 2018) where learning must be based on preferences, and the social realm provides a great opportunity for learning preferences. Furthermore, 'affective domains are closely related to student academic achievement' (Green & Batool, 2017).…”

Section: The Foreign Language Learning Conceptmentioning

confidence: 99%

Ontological Concept for the Foreign Language Learning in the 21st Century

Arung

Rafli

Deawanti

2019

ALLS

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This review aims to discuss a new substantive theory generated from a Grounded research that we conducted in 2018 as a concept of ‘getting real way’ in the learning of the foreign languages in the 21st century and the forth. The preferent learning theory, as labelled then, covers three important concepts namely free-will-whim, individual and collective independence, and discursive. The three concepts are substantively based on the sense of liking within one’s learning as the domain of affective; it is not based on the cognitive domain and the motivation. The implication is that the learning of foreign languages should be based on the sense of liking; both in the past and current liking, that enable foreign language learners to have their learning preference.

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Pedagogies for active citizenship: Learning through affective and cognitive domains for deeper democratic engagement

Cited by 71 publications

References 34 publications

The Relationship of Affective, Behavioral and Cognitive Engagements in ESL Higher Learning Classroom

The Relationship of Affective, Behavioral and Cognitive Engagements in ESL Higher Learning Classroom

The Educational Implications of Populism, Emotions and Digital Hate Speech: A Dialogue with Scholars from Canada, Chile, Spain, the UK, and the US

Ontological Concept for the Foreign Language Learning in the 21st Century

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