What’s feeling got to do with it? Decoding emotional bottlenecks in the history classroom

The understandings and preconceptions students bring into the history classroom can interfere with student learning. Analyses of student and professor interviews in light of emotional bottlenecks revealed two different, though related, student preconceptions: procedural preconceptions about history...

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Bibliographic Details
Published inArts and humanities in higher education Vol. 14; no. 2; pp. 166 - 180
Main Authors Middendorf, Joan, Mickutė, Jolanta, Saunders, Tara, Najar, José, Clark-Huckstep, Andrew E, Pace, David
Format Journal Article
LanguageEnglish
Published London, England SAGE Publications 01.04.2015
Subjects
College Faculty
College Students
Critical Thinking
History Instruction
Indiana
Intellectual Disciplines
Interviews
Learning
Psychological Patterns
Resistance (Psychology)
Student Attitudes
Teaching Methods
World Views
Indiana
Decoding the Disciplines
assessment
Affective bottlenecks
preconceptions
history
misconceptions
teaching controversial issues
emotional bottlenecks
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Summary:The understandings and preconceptions students bring into the history classroom can interfere with student learning. Analyses of student and professor interviews in light of emotional bottlenecks revealed two different, though related, student preconceptions: procedural preconceptions about history as a field of study and pre-existing worldviews that link students’ identities to the past. With the Decoding the Disciplines method instructors can capture the students’ narratives early to better anticipate and re-channel resistance, moving students away from emotional snap judgments to more critical and historical ways of thinking.
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ISSN:1474-0222
1741-265X
DOI:10.1177/1474022214552655