Teaching Beyond Performance: A Psychoanalytic Framework for Emotionally Literate and Transformative Pedagogy

Kód výsledku v 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>

Nalezeny alternativní kódy

RIV/46747885:24620/25:00013677

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

Teaching Beyond Performance: A Psychoanalytic Framework for Emotionally Literate and Transformative Pedagogy

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

Teaching Beyond Performance: A Psychoanalytic Framework for Emotionally Literate and Transformative Pedagogy

Popis výsledku anglicky

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.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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OECD FORD obor

50300 - Education

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Journal of Arts and Humanities Science>

ISSN

3078-7181

e-ISSN

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Svazek periodika

2

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

AL - Albánská republika

Počet stran výsledku

19

Strana od-do

38-56

Kód UT WoS článku

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EID výsledku v databázi Scopus

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