Engaging Education: Developing Emotional Literacy, Equity and Co-education

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McGraw-Hill Education (UK), 2005 M11 1 - 222 pages
This book reveals the huge potential of engaging pupils with their emotions in the classroom, and presents evidence that when pupils work in this way they become more co-operative and help each other to learn. The book explores how schools can move beyond a focus on cognitive attainment through an emphasis on affective engagement, to help pupils develop better relationships of all kinds and prepare them for adulthood in a fast-changing world.

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Communication Between the Sexes
Part 3 Moving Forward
Appendix 1 Details of the Improving Science and Emotional Development ISED project1
Appendix 2 Sample sheet for use in the classroom
Appendix 3 Sample sheet for use in the classroom
Appendix 4 Sample sheet for use in the classroom
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Page 22 - All social primary goods — liberty and opportunity, income and wealth, and the bases of self-respect — are to be distributed equally unless an unequal distribution of any or all of these goods is to the advantage of the least favored, (pp.
Page 14 - Background awarenesses' and to reflect upon them. These elements are now objects of men's consideration, and, as such, objects of their action and cognition. In problem-posing education, men develop their power to perceive critically the way they exist in the world with which and in which they find themselves; they come to see the world not as a static reality, but as a reality in process, in transformation.
Page 17 - Foreword to this book, observes that "there is no such thing as a neutral educational process. Education either functions as an instrument which is used to facilitate the integration of the younger generation into the logic of the present system and bring about conformity to it, or it becomes the 'practice of freedom...
Page 14 - Brazil in the 1960s referred precisely to 'learning to perceive social, political, and economic contradictions, and to take action against the oppressive elements of reality' (Freire 1970:19), a process which corresponds exactly to the view of empowerment intended here.
Page 12 - We are in a period of considerable social change. There may be social unrest, but we can cope with the Toxteths. But, if we have a highly educated and idle population we may possibly anticipate more serious social conflict. People must be educated once more to know their place' (cited in Ranson, 1984: 241).

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