the intersubjective affective background in the acquisition of knowledge and trust as an epistemic attitude
DOI:
https://doi.org/10.12957/childphilo.2022.61200Keywords:
epistemic emotions, confidence, enculturation, situated cognition, education.Abstract
Among the wide variety of experiences linked to academic work, there are some intense affective experiences that are more directly related to the conceptual development that the learners will achieve because they are intrinsically linked to the activity displayed during the acquisition of knowledge, such is the case of curiosity, confusion and surprise. These epistemic emotions that occur during learning activities are aimed at the conceptual content of the individual's beliefs. The objective of this work is to theoretically explore the idea that the conceptual development that occurs in educational contexts depends on the development of an affective tendency with an intersubjective base that serves as a background to the advent of epistemic emotions in social learning situations. The confidence with which a learning situation is faced is a general tendency (an epistemic attitude) fruit of the individual's trajectory that functions as a background for the activities in which knowledge is acquired. An adequate understanding of the relationships between epistemic emotions, confidence and knowledge can generate ideas that promote the consolidation of this attitude as a facet of learning in school. As pedagogical implications of this conceptual model, some common epistemic emotional patterns are presented in asymmetrical relationships between teachers and children.
Downloads
References
Antognazza, Davide; Di Martino, Pietro; Pellandini, Alline; Sbaragli, Silvia (Feb 2015): The flow of emotions in primary school problem solving. In: CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Prague, Czech Republic. pp.1116-1122. ffhal-01287330. https://hal.archives-ouvertes.fr/hal-01287330/document
Arango-Muñoz, Santiago (2014): The nature of epistemic feelings. Philosophical Psychology, 27(2), 193– 211. https://doi.org/10.1080/09515089.2012.732002
Armstrong, Josh (2016): Coordination, Triangulation, and Language Use. Inquiry, 59(1), 80–112. https://doi.org/10.1080/0020174X.2015.1115270
Barab, Sasha; Evans, Michael; Baek, Eun-Ok (2004): Activity theory as a lens for characterizing the participatory the unit. In Jonassen, David (Ed.), Handbook of Research for Educational Communications and Technology (199–214). Taylor & Francis. https://sashabarab.org/wp-content/uploads/2015/03/Barab_Evans_Baek_Activitytheory.pdf
Barrett, Louise (2018): The Evolution of Cognition: A 4E Perspective. In Newen, Albert/De Bruin, Leo; Gallagher, Shaun (Eds.), The Oxford Handbook of 4E Cognition (297-320). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780198735410.013.38
Bathgate, Meghan; Schunn, Christian (2017): The psychological characteristics of experiences that influence science motivation and content knowledge. International Journal of Science Education, 39(17), 2402–2432. https://doi.org/10.1080/09500693.2017.1386807
Bruineberg, Jelle; Seifert, Ludovic; Rietveld, Erik; Kiverstein, Julian (2021): Metastable attunement and real-life skilled behavior. Synthese, 199, 12819-12842. https://doi.org/10.1007/s11229-021-03355-6
Carruthers, Peter (2017): Are epistemic emotions metacognitive? Philosophical Psychology, 30(1–2), 58–78. https://doi.org/10.1080/09515089.2016.1262536
Colomeischi, Aurora Adina; Colomeischi, Tudor (2015): The Students ‘Emotional Life and Their Attitude toward Mathematics Learning. Procedia - Social and Behavioral Sciences, 180, 744– 750. https://doi.org/10.1016/j.sbspro.2015.02.192
D’Errico, Francesca; Paciello, Marinella; De Carolis, Bernardina; Vattanid, Alessandro; Palestra, Giuseppe; Anzivino, Giuseppe (2018): Cognitive emotions in E-learning processes and their potential relationship with students’ academic adjustment. International Journal of Emotional Education, 10(1), 89–111. https://files.eric.ed.gov/fulltext/EJ1177644.pdf
D’Mello, Sidney/Graesser, Arthur (2014): Confusion. In Pekrun, Reinhard/Linnenbrink-García, Lisa (Eds.), International Handbook of Emotions in Education (289-310). Routledge. https://doi.org/10.4324/9780203148211
Davidson, Donald (2001a): The Emergence of thought. En Davidson, Donald (Ed.), Subjective, Intersubjective, Objective (123-134). Oxford: Clarendon Pres
Davidson, Donald (2001b): Rational Animals. In Davidson, Donald (Ed.), Subjective, Intersubjective, Objective (95–105). Oxford University Press.
Di Leo, Ivana; Muis, Krista (2020): Confused, now what? A Cognitive-Emotional Strategy Training (CEST) intervention for elementary students during mathematics problem solving. Contemporary Educational Psychology, 62, 101879. https://doi.org/10.1016/j.cedpsych.2020.101879
Dombroski, Kelly (2018): Learning to be affected: Maternal connection, intuition and “elimination communication.” Emotion, Space and Society, 26, 72–79. https://doi.org/10.1016/j.emospa.2017.09.004
Duica, William. (2017). Triangulación y contenido objetivo. Diánoia, LXII (78), 27-.46. http://www.scielo.org.mx/pdf/dianoia/v62n78/0185-2450-dianoia-62-78-00027.pdf
Fajardo Santamaría, Jesús Armando (2018): La interacción social en la ontogénesis de la perspectiva del mundo. Daimon Revista Internacional de Filosofía,75, 87–102. https://doi.org/10.6018/daimon/327261
Fajardo Santamaría, Jesús Armando; Santana Espitia, Ana Cristina; Herrera Rojas, Aura Nidia (2019): Prácticas de aprendizaje matemático y descontento dirigido : Una aproximación a la comprensión de las dificultades en adición y sustracción. Acta Latinoamericana de Matemática Educativa, 32(1), 65–73. http://funes.uniandes.edu.co/13959/1/Fajardo2019Practicas.pdf
Fusaroli, Riccardo/Gangopadhyay, Nivedita/Tylén, Kristian (2014): The dialogically extended mind: Language as skillful intersubjective engagement. Cognitive Systems Research, 29–30, 31–39. https://doi.org/10.1016/j.cogsys.2013.06.002
Gallagher, Shaun (2017): Theory, practice and performance. Connection Science, 29(1), 106–118. https://doi.org/10.1080/09540091.2016.1272098
Heft, Harry (2013): Environment, cognition, and culture: Reconsidering the cognitive map. Journal of Environmental Psychology, 33, 14–25. https://doi.org/10.1016/j.jenvp.2012.09.002
Hufendiek, Rebekka. (2017): Affordances and the normativity of emotions. Synthese, 194(11), 4455-4476. https://doi.org/10.1007/s11229-016-1144-7
Jones, Derek (2017): Embodied cognitive ecosophy: The relationship of mind, body, meaning and ecology. Geografiska Annaler, Series B: Human Geography, 99(2), 156–171. https://doi.org/10.1080/04353684.2017.1306971
Krueger, Joel (2011): Extended cognition and the space of social interaction. Consciousness and Cognition, 20(3), 643–657. https://doi.org/10.1016/j.concog.2010.09.022
Lebois, Lauren; Wilson-Mendenhall, Christine; Simmons, W. Kyle; Barrett, Lisa Feldman; Barsalou, Lawrence (2020): Learning situated emotions. Neuropsychologia, 145, 106637. https://doi.org/10.1016/j.neuropsychologia.2018.01.008
López-Silva, Pablo (2020): Organismo y acción situada: mapeando el concepto de affordance. Avances En Psicología Latinoamericana, 38(2), 1–15. https://doi.org/10.12804/revistas.urosario.edu.co/apl/a.7475
Markey, Amanda; Loewenstein, George (2014): Curiosity. In Pekrun, Reinhard/Linnenbrink-García, Lisa (Eds.), International Handbook of Emotions in Education (228-245). Routledge. https://doi.org/10.4324/9780203148211
McDowell, John. (2003): Mente y mundo. Ediciones Sígueme.
Mesquita, Batja; Boiger, Michael; De Leersnyder, Jozefiene (2017): Doing emotions: The role of culture in everyday emotions. European Review of Social Psychology, 28(1), 95–133. https://doi.org/10.1080/10463283.2017.1329107
Muis, Krista; Psaradellis, Cynthia; Lajoie, Susanne; Di Leo, Ivana; Chevrier, Marianne (2015): The role of epistemic emotions in mathematics problem solving. Contemporary Educational Psychology, 42, 172– 185. https://doi.org/10.1016/j.cedpsych.2015.06.003
Okuyama, Fabio/Bordini, Rafael/Da Rocha Costa, Antönio (2013): Situated normative infrastructures: The normative object approach. Journal of Logic and Computation, 23(2), 397–424. https://doi.org/10.1093/logcom/exr029
Pekrun, Reinhard; Linnenbrink-Garcia, Lisa(2014): Introduction to Emotions in Education. In R. Pekrun & L. Linnenbrink-García (Eds.), International Handbook of Emotions in Education (1-10). Routledge. https://doi.org/10.4324/9780203148211
Peralta, Nadia Soledad/Roselli, Néstor Daniel/Borgobello, Ana (2012): El conflicto sociocognitivo como instrumento de aprendizaje en contextos colaborativos. Interdisciplinaria, 29(2), 325–338. https://www.redalyc.org/pdf/180/18026361009.pdf
Rietveld, Erik (2008): Situated normativity: The normative aspect of embodied cognition in unreflective action. Mind, 117(468), 973–1001. https://doi.org/10.1093/mind/fzn050
Rietveld, Erik; Denys, Damiaan; Van Westen, Maarten (2018): Ecological- Enactive Cognition as engaging with a field of relevant affordances In Newen, Albert/De Bruin, Leo/Gallagher, Shaun (Eds.), The Oxford Handbook of 4E Cognition (40-70). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780198735410.013.3
Rietveld, Erik; Kiverstein, Julian (2014): A Rich Landscape of Affordances. Ecological Psychology, 26(4), 325–352. https://doi.org/10.1080/10407413.2014.958035
Rochelle, Jeremy (1998): Activity theory: A foundation for designing learning technology? The Journal of the Learning Sciences, 7(2), 241–255. https://doi.org/10.1207/s15327809jls0702_5
Santana Espitia, Ana Cristina; Fajardo Santamaría, Jesús Armando; Rojas, Aura Nidia (2018): El aprendizaje situado de la adición y la sustracción. Revista Latinoamericana de Etnomatemática, 11(2), 98-119. https://revista.etnomatematica.org/index.php/RevLatEm/article/view/515/440
Segundo-Ortin, Miguel; Satne, Glenda (2022): Sharing attention, sharing affordances: From dyadic interaction to collective information. In: Wehrle, Maren; D’Angelo, Diego; Solomonova, Elizaveta (Eds.), Mediation and access: A new approach to attention. (91-112). De Gruyter.
Shuman, Vera; Scherer, Klaus (2014):Concepts and structures of emotions. In Pekrun, Reinhard; Linnenbrink-García, L. (Eds.), International Handbook of Emotions in Education (13-35). Routledge. https://doi.org/10.4324/9780203148211
Szokolszky, Agnes; Read, Catherine (2018): Developmental Ecological Psychology and a Coalition of Ecological–Relational Developmental Approaches. Ecological Psychology, 30(1), 6–38. https://doi.org/10.1080/10407413.2018.1410409
Uskul, A; Cross, Susan (2019): The social and cultural psychology of honour: What have we learned from researching honour in Turkey? European Review of Social Psychology, 30(1), 39– 73. https://doi.org/10.1080/10463283.2018.1542903
Vogl, Elisabeth; Pekrun, Reinhard; Murayama, Kou; Loderer, Kristina; Schubert, Sandra (2019): Surprise, Curiosity, and Confusion Promote Knowledge Exploration: Evidence for Robust Effects of Epistemic Emotions. Frontiers in Psychology, 10:2474. https://doi.org/10.3389/fpsyg.2019.02474
Zagzebski, Linda (2019): Intellectual virtues: Admirable traits of character. In Battaly, Heather (Ed.), The Routledge Handbook of Virtue Epistemology. (26-36). Routledge Taylor and Francis Group.
