What’s feeling got to do with it? Decoding emotional bottlenecks in the history classroom

Bibliographic Data

ID12713092
AuthorsJoan Middendorƒ (Indiana University, corresponding author), Joan Middendorf (Indiana University), Jolanta Mickutė (Vytautas Magnus University, Lithuania), Tara A Saunders (Indiana University), Tara Saunders (Indiana University), José Najar (Southern Illinois University, USA), Andrew E Clark-Huckstep (Indiana University), David Pace (0000-0001-6641-8002, Indiana University), with Keith Eberly and Nicole McGrath
Year2014
Volume14
Issue2
Pages166-180
Publication date2014-09-26
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueArts and Humanities in Higher Education (JOURNAL)
Journal identifiersISSN: 1474-0222 • E-ISSN: 1741-265X
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.1177/1474022214552655
OpenAlexW1980392373
LanguageEN
References cited16

The understandings and preconceptions students bring into the history classroom can interfere with student learning. Analyses of student and professor interviews in light of emotional bottlenecks revealed two different, though related, student preconceptions: procedural preconceptions about history as a field of study and pre-existing worldviews that link students’ identities to the past. With the Decoding the Disciplines method instructors can capture the students’ narratives early to better anticipate and re-channel resistance, moving students away from emotional snap judgments to more critical and historical ways of thinking

Art · Feeling · Field (mathematics · Literature · Mathematics education · Narrative · Pedagogy · Resistance (ecology · Education and Critical Thinking Development · Educator Training and Historical Pedagogy · Evaluation of Teaching Practices · Psychology · Social Psychology

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