Teaching Beyond Performance: A Psychoanalytic Framework for Emotionally Literate and Transformative Pedagogy
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F46747885%3A24220%2F25%3A00013677" target="_blank" >RIV/46747885:24220/25:00013677 - isvavai.cz</a>
Alternative codes found
RIV/46747885:24620/25:00013677
Result on the web
<a href="https://jahs.al/teaching-beyond-performance-a-psychoanalytic-framework-for-emotionally-literate-and-transformative-pedagogy/" target="_blank" >https://jahs.al/teaching-beyond-performance-a-psychoanalytic-framework-for-emotionally-literate-and-transformative-pedagogy/</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.5281/zenodo.17171845" target="_blank" >10.5281/zenodo.17171845</a>
Alternative languages
Result language
angličtina
Original language name
Teaching Beyond Performance: A Psychoanalytic Framework for Emotionally Literate and Transformative Pedagogy
Original language description
Conventional educational models often prioritize cognitive performance while neglecting the emotional and relational realities of classroom life. This study explores the educational and mental development of youth by examining how emotionally literate pedagogy, grounded in psychoanalytic insight, can reshape the teacher–student relationship and promote deeper learning. Drawing on feedback from students in Mathematics course for 7th-grade students at “Viimsi” school in Estonia, the study explores how unconscious processes such as transference, emotional projection, and affective regulation shape the learning environment. We contend that teaching is not merely an intellectual task but an emotionally charged encounter, where both students and educators bring unspoken inner worlds. By reframing the role of the teacher as a relational presence rather than a performance-driven figure, we advocate for pedagogical sobriety: the capacity to teach without emotional dependency on praise, fear, or validation. The findings suggest that integrating emotionally informed reflection into pedagogy fosters deeper student engagement, psychological safety, and meaningful learning. The paper concludes by proposing practical directions for building emotionally responsive classrooms that honour both the cognitive and affective dimensions of education.
Czech name
—
Czech description
—
Classification
Type
J<sub>ost</sub> - Miscellaneous article in a specialist periodical
CEP classification
—
OECD FORD branch
50300 - Education
Result continuities
Project
—
Continuities
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Others
Publication year
2025
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
Journal of Arts and Humanities Science>
ISSN
3078-7181
e-ISSN
—
Volume of the periodical
2
Issue of the periodical within the volume
1
Country of publishing house
AL - ALBANIA
Number of pages
19
Pages from-to
38-56
UT code for WoS article
—
EID of the result in the Scopus database
—