The Didactics of Emotion Education

Abstract

Introduction:  According to the reigning cognitive theories of emotion, human emotions are, in principle, answerable to reason and amenable to cultivation and coaching, as well as being crucial ingredients in a well-rounded, moral life (e.g. de Sousa, 1987). These theories have obvious educational implications. If their assumptions about the essential rationality and morality of the emotions are correct, educationalists must ask how precisely we can aid the young in the construction and regulation of their emotions. Unfortunately, philosophers and psychologists, even those highly interested in the morality of emotions, are generally loath to descend to such particularities and practicalities. Some feign ignorance of techniques and teaching methods; others positively take pride in not producing a formal program of study. For instance, David Carr, in his otherwise enlightening book about moral development and education, chooses to «remain obstinately unrepentant» about not engaging in any discussion of moral didactics, the role of which he consigns to that of «the largely vacuous or the downright fatuous.»