Beyond Cognition

doi:10.1017/CBO9780511840975.017

15 - Beyond Cognition

A Vygotskian Perspective on Emotionality and Teachers' Professional Lives

Published online by Cambridge University Press: 05 June 2012

Anne DiPardo and

Christine Potter

Edited by

Alex Kozulin ,

Boris Gindis ,

Vladimir S. Ageyev and

Suzanne M. Miller

Show author details

Anne DiPardo: Affiliation:
University of Iowa, Iowa City, Iowa
Christine Potter: Affiliation:
Language, Literacy and Culture Division of Curriculum & Instruction, University of Iowa, Iowa City, Iowa
Alex Kozulin: Affiliation:
International Center for the Enhancement of Learning Potential, Jerusalem
Boris Gindis: Affiliation:
Touro College, New York
Vladimir S. Ageyev: Affiliation:
State University of New York, Buffalo
Suzanne M. Miller: Affiliation:
State University of New York, Buffalo

Book contents

Get access

Summary

The emotions are not “a state within a state.” They cannot be understood outside the dynamic of human life. It is within this context that the emotional processes acquire their meaning and sense.

(Vygotsky, 1987, p. 333)

That teaching is emotionally charged work is hardly news to those who face its rigors and rewards on a daily basis. At its best, teaching offers exhilaration – the high of watching a class come alive, a reluctant student suddenly motivated, of generating fresh strategies with a group of trusted colleagues. But frustration and sorrow can be constant companions as well – the stress of too much work, too little relational and material support, students who present ever-larger challenges. These more negative emotions have tended to become increasingly prevalent of late, as a wave of top-down school reform has carried the dispiriting implication that something is wrong with teachers' efforts that calls for external fixes and vigilant monitoring (Hargreaves, 1998, 2000). Now more than ever, recruiting and retaining sufficient numbers of able teachers demand attention to the affective aspects of their jobs. Borrowing from the language of best-selling books, we might say that educators must continually find the passion, energy, and courage to sustain their work (Fried, 1995; Graves, 2001; Palmer, 1998).

Type: Chapter
Information: Vygotsky's Educational Theory in Cultural Context , pp. 317 - 346

DOI: https://doi.org/10.1017/CBO9780511840975.017 [Opens in a new window]

Publisher: Cambridge University Press

Print publication year: 2003

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Allport, G. (1948). Foreword. In H W Werner, Comparative psychology of mental development (pp. ⅸ–ⅻ). Chicago: Follett

Apple, M. (1988). Teachers and texts: A political economy of class and gender relations in education. New York: Routledge

Bakhtin, M M (1981). The dialogic imagination: Four essays by M M Bakhtin (M. Holquist, Ed. and C. Emerson and M. Holquist, Trans.). Austin: University of Texas Press

Beer, J., & Beer, J. (1992). Burnout and stress, depression and self-esteem of teachers. Psychological Reports, 71, 1331–1336CrossRef Google Scholar PubMed

Boler, M. (1999). Feeling power: Emotions and education. New York: Routledge

Bradshaw, R. (1991). Stress management for teachers: A practical approach. The Clearing House, 65, 43–47CrossRef Google Scholar

Brand, A. (1989). The psychology of writing: The affective experience. Westport, CT: Greenwood

Brand, A. (1991). Social cognition, emotions, and the psychology of writing. Journal of Advanced Composition, 11(2), 395–407Google Scholar

Bruner, J. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press

Bruner, J. (1987). Prologue to the English edition. In R. Rieber & A. Carton (Eds.), The collected works of L S Vygotsky (N. Minick, Trans.) (Vol. 1, pp. 1–16). New York: Plenum PressCrossRef

Calhoun, C. (1984). Cognitive emotions. In Calhoun, C. & Solomon, R. (Eds.), What is an emotion? Classic readings in philosophical psychology (pp. 327–342). New York: Oxford University Press

Carter, K. (1993). The place of story in the study of teaching and teacher education. Educational Researcher, 22(1), 5–12CrossRef Google Scholar

Cedoline, A J (1982). Job burnout in public education: Symptoms, causes, and survival skills. New York: Teachers College Press

Clandinin, D J, & Connelly, F M (1995). Teachers' professional knowledge landscapes. New York: Teachers College Press

Clark, C. (1995). Thoughtful teaching. New York: Teachers College Press

Clift, R., Veal, M., Holland, P., Johnson, M., & McCarthy, J. (1995). Collaborative leadership and shared decision making: Teachers, principals, and university professors. New York: Teachers College Press

Cole, M. (1985). The zone of proximal development: Where culture and cognition create each other. In J V Wertsch (Ed.), Culture, communication, and cognition: Vygotskian perspectives (pp. 146–161). New York: Cambridge University Press

Connelly, M., & Clandinin, J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19(5), 2–14CrossRef Google Scholar

Csikszentmihalyi, M. (1991). Flow: The psychology of optimal experience. New York: HarperCollins

Czubaj, C. (1996). Maintaining teacher motivation. Education, 116, 372–378Google Scholar

Damasio, A. (1994). Descartes' error: Emotion, reason, and the human brain. New York: Avon

Damasio, A. (1999). The feeling of what happens: Body and emotion in the making of consciousness. New York: Harcourt Brace

Damon, W. (1984). Peer education: The untapped potential. Journal of Applied Psychology, 5, 331–343Google Scholar

Darwin, C. (1998). The expression of the emotions in man and animals. Excerpted In J. Jenkins, K. Oatley, & N. Stein (Eds.), Human emotions: A reader (pp. 288–297). Malden, MA: Blackwell

Denzin, N. (1984). On understanding emotion. San Francisco: Jossey-Bass

Derry, S., & Murphy, D. (1986). Designing systems that train learning ability: From theory to practice. Review of Educational Research, 56(1), 1–39CrossRef Google Scholar

Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. New York: D C Heath

Dewey, J. (1966). Democracy and education. New York: Free Press

Dewey, J. (1984). Affective thought. In J. Boydston (Ed.), John Dewey: The later works, (Vol. 2, pp. 104–110). Carbondale: Southern Illinois University Press

Dickens, C. (1961). Hard times. New York: New American Library

DiPardo, A., & Freedman, S W (1988). Peer response groups in the writing classroom: Theoretic foundations and new directions. Review of Educational Research, 58(2), 119–149CrossRef Google Scholar

DiPardo, A. (1996). Seeking alternatives: The wisdom of collaborative teaching. English Educations 28(2), 109–126Google Scholar

DiPardo, A. (1999). Teaching in common: Challenges to joint work in classrooms and schools. New York: Teachers College Press

DiPardo, A. (2000). What a little hate literature will do: “Cultural issues” and the emotional aspect of school change. Anthropology & Education Quarterly, 31(3), 306–332CrossRef Google Scholar

Duhnam, J. (1984). Stress in teaching. New York: Nichols

Eliot, T S (1971). Hamlet and his problems. Reprinted in H. Adams (ed.), Critical theory since Plato (pp. 788–790). New York: Harcourt Brace Jovanovich

Evans, R. (1996). The human side of school change: Reform resistance, and the real-life problems of reform. San Francisco: Jossey-Bass

Flavell, J. (1966). Heinz Werner on the nature of development. In S. Wapner & B. Kaplan (Eds.), Heinz Werner, 1890–1964: Papers in memoriam (pp. 17–31). Worcester, MA: Clark University Press

Franklin, M. (1997). Constructing a developmental psychology: Heinz Werner's vision. Contemporary Psychology, 42(6), 481–485CrossRef Google Scholar

Franklin, M. (2000). Considerations for a psychology of experience: Heinz Werner's contribution. Journal of Adult Development, 7 (1), 31–39CrossRef Google Scholar

Fried, R. (1996). The passionate teacher: A practical guide. Boston: Beacon

Fullan, M. (1991). The new meaning of educational change. New York, Toronto: Teachers College Press/OISE Press

Fullan, M. (1993). Change forces: Probing the depths of educational reform. London: Falmer

Fullan, M. (1999). Change forces: The sequel. London: Falmer

Gallimore, R., & Tharp, R. (1990). Teaching mind in society: Teaching, schooling, and literate discourse. In L. Moll (Ed.), Vygotsky and education: Instructional implications and applications of sociohistorical psychology. New York: Cambridge University PressCrossRef

Glassman, M. (2001). Dewey and Vygotsky: Society, experience, and inquiry in educational practice. Educational Researcher, 30 (4), 3–14CrossRef Google Scholar

Glick, J. (1983). Piaget, Vygotsky and Werner. In S. Wapner & B. Kaplan (Eds.), Towards a holistic developmental psychology (pp. 35–52). Hillsdale, NJ: Erlbaum

Glick, J. (1992). Werner's relevance for contemporary developmental psychology. Developmental Psychology, 28 (4), 558–565CrossRef Google Scholar

Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. New York: Bantam

Graves, D. (2001). The energy to teach. Portsmouth, NH: Heinemann

Greenberg, S. (1984). Stress and the teaching profession. Baltimore: Paul H. Brookes

Gudmundsdottir, S. (1995). The narrative nature of pedagogical content knowledge. In H. McEwan & K. Egan (Eds.), Narrative in teaching, learning and research (pp. 24–38). New York: Teachers College Press

Hargreaves, A. (1997). Introduction. In A. Hargreaves (Ed.), Rethinking educational change with heart and mind: 1997 ASCD Yearbook (pp. ⅶ–ⅹⅴ). Alexandria, VA: ASCD

Hargreaves, A. (1998). The emotional politics of teacher development. Keynote speech presented at the American Educational Research Association Annual Meeting, San Diego

Hargreaves, A. (2000). Emotional geographies of teaching. Paper presented at the American Educational Research Association Annual Meeting, New Orleans

Hjort, M., & Laver, S. (Eds.) (1997). Emotion and the Arts. New York: Oxford University Press

Hochschild, A. (1983). The managed heart: The commercialization of human feeling. Berkeley: University of California Press

Isen, A M, Daubman, K A, & Nowicki, G P (1998). Positive affect facilitates creative problem solving. In J. Jenkins, K. Oatley, & N. Stein (Eds.), Human emotions: A reader (pp. 288–297). Malden, MA: Blackwell

James, W. (1950). The principles of psychology. New York: Dover

Jersild, A T (1955). When teachers face themselves. New York: Teachers College Press

Kelchtermans, G., & Strittmatter, A. (1999). Beyond individual burnout: A perspective for improved schools. In R. Vandenberghe and M. Huberman (Eds.), Understanding and preventing teacher burnout: A sourcebook of international research and practice (pp. 304–314). Cambridge: Cambridge University PressCrossRef

Kozulin, A. (1990). Vygotsky's psychology: A biography of ideas. Cambridge, MA: Harvard University Press

Lakoff, G., & Johnson, M. (1983). Metaphors we live by. Chicago: University of Chicago Press

Langer, S K (1942). Philosophy in a new key: A study in the symbolism of reason, rite, and art. Cambrige, MA: Harvard University Press

Leontiev, A N (1981). The problem of activity in psychology. In J V Wertsch (Ed.), The concept of activity in Soviet psychology (pp. 37–71). Armonk, NY: Sharpe

Little, J W (1993). Teachers' professional development in a climate of educational reform. Educational Evaluation and Policy Analysis, 15, 129–151Google Scholar

Little, J W (1996). The emotional contours and career trajectories of (disappointed) reform enthusiasts. Cambridge Journal of Education, 26 (3), 345–359CrossRef Google Scholar

Luria, A R (1987). Afterword to the Russian edition. In R. Rieber & A. Carton (Eds.), The collected works of L S Vygotsky (N. Minick, Trans.) (Vol. 1, pp. 359–373). New York: Plenum PressCrossRef

McCutcheon, G. (1981). On the interpretation of classroom observation. Educational Researcher, 10, 5–10CrossRef Google Scholar

Maeroff, G I (1993). Team building for school change: Equipping teachers for new roles. New York: Teachers College Press

Maslach, C., & Leiter, M. (1999). Teacher burnout: A research agenda. In R. Vandenberghe & M. Huberman (Eds.), Understanding and preventing teacher burnout: A sourcebook of international research and practice (pp. 295–303). Cambridge: Cambridge University PressCrossRef

Merriam, S. (1997). Qualitative research and case study applications in education. San Francisco: Jossey-Bass

Miller, S. (1999). Supporting possible worlds: Transforming literature teaching and learning through conversations in the narrative mode. Research in the Teaching of English, 34(1), 1064Google Scholar

Miller, S. (2002). Conversations from the commissions: Reflective teaching in the panic of high-stakes testing. English Education, 34 (2), 164–168Google Scholar

Minick, N., & Stone, C A, & Forman, E A (1993). Introduction: Integration of individual, social, and institutional processes in accounts of children's learning and development. In E A Forman, N. Minick, & C A Stone (Eds.), Contexts for learning: Sociocultural dynamics in children's development (pp. 3–16). New York: Oxford University Press

Nietzsche, F. (1971). The birth of tragedy from the spirit of music. Excerpt reprinted in H. Adams (Ed.), Critical theory since Plato (pp. 636–641). New York: Harcourt Brace Jovanovich

Noddings, N. (1984). Caring: A feminine approach to ethics and moral education. Berkeley: University of California Press

Noddings, N. (1992). The challenge to care in schools: An alternative approach to education. New York: Teachers College Press

Noddings, N. (1995). Care and moral education. In W. Kohli (Ed.), Critical conversations in philosophy of education (pp. 137–148). New York: Routledge

Nussbaum, M. (2001). Upheavals of thought: The intelligence of emotions. Cambridge: Cambridge University Press

Oatley, K. (1992). Best laid schemes: The psychology of emotions. Cambridge: Cambridge University Press

Oatley, K. & Jenkins, J. (1998). Understanding emotions. Malden, MA: Blackwell

Palincsar, A S, Brown, A L, & Campione, J C (1993). First-grade dialogues for knowledge acquisition and use. In E A Forman, N. Minick, & C A Stone (Eds.), Contexts for learning: Sociocultural dynamics in children's development (pp. 43–57). New York: Oxford University Press

Palmer, P J (1998). The courage to teach: Exploring the inner landscape of a teacher's life. San Francisco: Jossey-Bass

Piaget, J. (1962). The relation of affectivity to intelligence in the mental development of the child. Bulletin of Menninger Clinic, 26, 129–137Google Scholar PubMed

Piaget, J. (1970). Piaget's theory. In P H Mussen (Ed.), Carmichael's manual of child psychology (3rd ed., Vol. 1, pp. 703–732). New York: Wiley

Polanyi, M. (1958). Personal knowledge: Towards a post-critical philosophy. Chicago: University of Chicago Press

Polkinghorne, D. (1988). Narrative knowing and the human sciences. Albany: State University of New York

Ross, R., & Altmaier, E. (1994). Intervention in occupational stress: A handbook of counseling for stress at work. Thousand Oaks, CA: Sage

Rudow, B. (1999). Stress and burnout in the teaching profession: European studies, issues, and research perspectives. In R. Vandenberghe & A. Michael Huberman (Eds.), Understanding and preventing teacher burnout: A sourcebook of international research and practice. Cambridge: Cambridge University PressCrossRef

Russell, D., Altmaier, E., & Velzen, D. (1987). Job-related stress, social support, and burnout among classroom teachers. Journal of Applied Psychology, 72 (2), 269–274CrossRef Google Scholar PubMed

Salzberger-Wittenbert, I., Henry, G., & Osborne, E. (1983). The emotional experience of learning and teaching. London: Routledge & Kegan Paul

Sarason, S B (1996). Revisiting “The culture of the school and the problem of change.” New York: Teachers College Press

Sarbin, T R (Ed.) (1986). Narrative psychology: The storied nature of human conduct. New York: Praeger

Scheff, T. (1994). Bloody revenge: Emotions, nationalism, and war. Boulder, CO: Westview

Scheff, T., & Retzinger, S. (1991). Emotion and violence: Shame and rage in destructive conflicts. Lexington, MA: Lexington Books

Scheffler, I. (1991). In praise of the cognitive emotions and other essays in the philosophy of education. New York: Routledge

Sergiovanni, T. (1994). Building community in schools. San Francisco: Jossey-Bass

Spark, D. (2000). Handling emotion in fiction writing. Writer's Chronicle, 33 (3), 5–13Google Scholar

Swick, K., & Hanley, P. (1985). Stress and the classroom teacher. Washington, DC: National Education Association

Tappan, M B (1998). Sociocultural psychology and caring pedagogy: Exploring Vygotsky's “Hidden Curriculum.” Educational Psychologist, 33 (1), 23–33CrossRef Google Scholar

Tharp, R. (1993). Institutional and social context of educational practice and reform. In E. Forman, N. Minick, & C A Stone (Eds.), Contexts for learning: Sociocultural dynamics in children's development (pp. 269–282). New York: Oxford University Press

Tharp, R., & Gallimore, R. (1988). Rousing minds to life: Teaching, learning, and schooling in social context. New York: Cambridge University Press

Tolstoy, L. (1971). What is art? Excerpted in H. Adams (Ed.), Critical theory since Plato (pp. 708–710). New York: Harcourt Brace Jovanovich

van Manen, M. (1991). The tact of teaching: The meaning of pedagogical thoughtfulness. Albany, NY: SUNY Press

Vinz, R. (1996). Composing a teaching life. Portsmouth, NH: Boynton/Cook-Heinemann

Vygotsky, L. (1971). The psychology of art. Boston: MIT Press

Vygotsky, L. (1978). Mind in society. Cambridge, MA: Harvard University Press

Vygotsky, L. (1986). Thought and language. Cambridge, MA: MIT Press

Vygotsky, L. (1987). Lecture 4: Emotions and their development in childhood. In R. Rieber & A. Carton (Eds.), The collected works of L S Vygotsky (N. Minick, Trans.) (Vol. 1, pp. 325–358). New York: Plenum Press

Walker, R. (1980). The conduct of educational case studies: Ethics, theory and procedures. In W B Dockerell & D. Hamilton (Eds.), Rethinking educational research (pp. 30–63). London: Hodder & Stoughton

Wapner, S. (2000). Person-in-environment transitions: Developmental analysis. Journal of Adult Development, 7 (1), 7–22CrossRef Google Scholar

Werner, H. (1948). Comparative psychology of mental development. Chicago: Follett

Werner, H., & Kaplan, B. (1963). Symbol formation: An organismic-developmental approach to language and the expression of thought. New York: John Wiley & Sons

Wertsch, J. (1991). Voices of the mind: A sociocultural approach to mediated action. Cambridge, MA: Harvard University Press

Wertsch, J. (2000). Vygotsky's two minds on the nature of meaning. In C D Lee & P. Smagorinsky (Eds.), Vygotskian perspectives on literacy research (pp. 19–30). Cambridge: Cambridge University Press

Wierzbicka, A. (1999). Emotions across languages and cultures: Diversity and universals. Cambridge: Cambridge University Press

Woods, P. (1999). Intensification and stress in teaching. In R. Vandenberghe & M. Huberman (Eds.), Understanding and preventing teacher burnout: A sourcebook of international research and practice (pp. 115–138). Cambridge: Cambridge University PressCrossRef

Book contents

15 - Beyond Cognition

Summary

Access options

References

Save book to Kindle

Save book to Dropbox

Save book to Google Drive