Cognitive Emotional Pedagogy
Cognitive Emotional Pedagogy (CEP) is a method of teaching and learning based on cognitive psychology and constructivist learning theory which claims that construction and retention of new concepts and skills is most effective if the learning content is associated with creativity and emotionally distinct experiences. The theoretical framework was created by Joni Mäkivirta. Theoretical Framework. Mäkivirta claims that traditional education is creativity-deprived because it focuses on conceptual extension and rearrangement, but not on paradigmatic structuring, even though the latter has been responsible for paradigm shifts that have created the greatest progress in human knowledge. According to  the theory all three types of learning happen at all ages, but the greatest amount of paradigmatic structuring takes place in the early childhood. Traditional schooling is criticized for destroying the ability to learn paradigmatically by conditioning students to believe that the teacher is the only source of reliable knowledge and using assessment as a 'cognitive control tool'. This practice is particularly detrimental if assessment tasks are inappropriate for the students' level of cognitive maturity. According to Mäkivirta the 'fact fetish' and the overemphasis of mathematical and linguistic operations at expense of emotional engagement and concept discovery lead to deprived  and biased thinking and prevent development of fully functioning intellect. Mäkivirta suggests that more effective and transformative learning can be achieved if the learning content is delivered using Cognitive Emotional Pedagogy (CEP) that combines creative emotional experiences with learning tasks. To create a learning environment that supports CEP, schools should align their pedagogical practices and learning cultures with the principles of CEP. Teacher Training. Teacher training based on CEP principles is available by some educational consultancies. Teacher training focuses on topics such as rediscovering creativity; constructive verbal and non-verbal communication; CEP in lesson and unit planning; CEP pedagogy in  different learning contexts; and building of creative and positive learning communities. References. Chabot, Michel (2006): Emotional Pedagogy. Trafford Publishing. Chaffar Soumaya "et al." (2005): The Emotional Conditions for Learning. http://www.aaai.org/Papers/FLAIRS/2005/Flairs05-033.pdf Confrey, J. (1990) 'What constructivism implies for teaching', in Davis, Maher and Noddings (Eds.) Constructivist views on the teaching and learning of mathematics. JRME Monograph, Reston, Virginia, NCTM Mäkivirta Joni (2002): 'Cognitive Emotional Learning.' Journal of Cognitive Pedagogy, 1, 12 – 40. Rosiek Jerry (2003): Emotional Scaffolding: An Exploration of the Teacher Knowledge at the Intersection of Student Emotion and the Subject Matter, Journal of Teacher Education 54: 399-412, von  Glasersfeld E. (1987) 'Learning as a Constructive Activity'. In C. Janvier (Ed) Problems of representation in the teaching and learning of mathematics. Lawrence Erlbaum, Hillslade, NJ.