By Peter Lang, Isabel Menezes

Affective schooling could be outlined as that a part of the tutorial procedure which matters itself with the attitudes, emotions, ideals and feelings of scholars. primary to the idea that is the acknowledgement that student's emotions approximately themselves as newcomers and approximately their educational matters could be at the very least as influential as their real skill. This assortment gains the paintings of individuals from international locations reminiscent of Belgium, Denmark, Russia, Germany, Israel, Spain and the united kingdom. It exhibits how the sensible method of affective schooling varies from kingdom to kingdom. by way of interpreting the underlying conception, this article units out to convey the various ways nearer jointly, to let academics around the continent to paintings in the direction of a favorable universal floor.

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Perspektiven fur eine integrative Pddagogik, Bad Heilbrunn: Klinkhardt Verlag. Keim, W. (1996), 'AuUenansichten eines Insiders - Theoretische Grundlagen und padagogische Praxis des TKM', in A. , Team-Kleingruppen-Modell Koln-Holweide, Frankfurt: Peter Lang Europaischer Verlag der Wissenschaften. AFFECTIVE EDUCATION IN GERMANY 35 Klein, G. (1995), 'Kontinuitat und Herausforderung. Uber den Wechsel vom Kindergarten in die Grundschule', Die Deutsche Schule, 87, pp. 218-27. Kochan, B. (1981), Rollenspiel als Methode sozialen Lernens, Konigstein: Athenaus Verlag.

Several workshops focus on creative expression through drama, painting, photography and on personal development through yoga, relaxation or preparation for retirement. Affective education even concerns elderly people who suffer from Alzheimer's disease. In the Hdpital Psychogeriatrique le Peri in Liege, they learn to live as independently as possible and to enjoy many facets of social life. Support groups are also organized for their families. The theoretical framework which underlies these interventions is very diverse.

Can its objectives be tested as to whether they have been achieved or not, or to what extent they have been achieved? A very promising approach is the concept of classroom environment. Dreesmann offers three different perspectives of it (Dreesmann, 1982): • the objective environment (such as the number of pupils, learnin material, observable behaviour) • the individual subjective reality (how the individual pupil perceiv and assesses the objective environment) AFFECTIVE EDUCATION IN • the collective subjective reality (that part of individual experience which is shared by all or most others) Both the individual as well as the collective subjective realities are of great importance for affective education.

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