Contents
About the Editors
About the Contributors
Chapter 1: Why Affectivity in Learning? Toward an Affectively Guided Learning
1.1 About This Book
References
Part I: Affectivity in Learning Process
Chapter 2: Strengths of Character in Well-Being and University Learning: A View from Educational Counseling
2.1 The Strengths of Educational Character, Well-being, Learning, and Counseling
2.2 Empirical Evidence About Character Strengths in the Well-Being and Learning of College Students
2.2.1 Identification
2.2.2 Selection
2.2.3 Eligibility
2.2.4 Procedure for the Analysis of Articles
2.3 Inclusion and Systematization of Information for the Extraction of Information
2.4 Bibliometric Analysis of Research on Character Strengths in College Students
2.5 Empirical Evidence of Research on Character Strengths Associated with Well-Being and Psychoeducational Variables in University Students
2.6 Good Practices Implemented by Universities in Latin America
2.7 Guidelines Based on Character Strengths for Improving Well-Being and Promoting University Learning
2.8 Sensitization in the Use of Strengths
2.8.1 Putting the Strengths of Character into Practice
2.8.2 Enhancing University Learning
2.8.3 Positive Linkages: Promoting Gender Inclusion and Equity
2.8.4 Systematization and Evaluation of Strengths
2.9 Final Thoughts
Appendix 2.1 General Matrix of Articles
References
Chapter 3: Adults’ Professional Education: Experiences and Expectations of Online Chilean Students
3.1 Introduction
3.2 Definition
3.3 Affectivity
3.4 Methods
3.4.1 Participants
3.4.2 Data Management and Analysis
3.5 Results
3.5.1 Technological Aspects
3.6 Virtuality vs. Presentiality
3.6.1 Teacher Skills
3.6.2 Affectivity and Emotionality
3.6.3 Recommendations
3.7 Conclusions
Bibliography
Chapter 4: Affective Movement: An Educative and Intuitive Adventure as a Catalyst for Development
4.1 Making the Dynamic Static: Unseeing
4.2 Static Inquiry into My Affectivity
4.2.1 The Process Involved
4.3 The Form of the Experience: The Grids of Disguise
4.4 Dynamic Inquiry into Affectivity
4.4.1 Epistemological Considerations
4.5 Seeing Myself Intuitively
4.6 Conclusion
References
Chapter 5: Dialogical Co-Zone of Proximal Development and Affectivity: Individually and Collectively Overcoming Intellectual Limits
5.1 Intuitive Inquiry in My Affective Experience: Synthesis of the Theoretical Avenues
5.2 ZPD as Motion: A Synthesis
5.3 Overcoming the Intellect
5.4 Affectivity as the Realm of Potentiality
5.4.1 From Potential to Potentialization
5.4.2 “Poetization” of Life
5.5 Affectivity in ZPD as Motion: Toward Ideological Repositioning
5.5.1 Dynamics of Disguise Amid Content and Form
5.6 Ideological Limitations and Overcoming
5.7 Conclusion
References
Chapter 6: Effects of Early Childhood Education on Academic Performance and Social-Emotional Development During Adolescence
6.1 Introduction
6.2 Theoretical Background
6.2.1 Relevance of Early Childhood Education Programs
6.2.1.1 International Evidence
6.2.1.2 National Evidence
6.2.2 Early Childhood Education: The Chilean Context
6.2.2.1 Development of a Regulatory Framework for Early Childhood Education
6.3 Methodology
6.3.1 Design
6.3.2 Participants
6.3.3 Measures for Analysis
6.3.3.1 Participation in Early Childhood Education
6.3.3.2 Sociodemographic Information
6.3.3.3 Academic Results (High School SIMCE)
6.3.3.4 Socio-Emotional Development
6.3.4 Data Analysis
6.4 Results
6.4.1 Sample Description
6.4.2 Academic Performance Results
6.4.2.1 Attends Public Early Childhood Education v/s Does Not Attend any Early Childhood Education System
6.4.2.2 Attends Public Early Childhood Education v/s Attends Another (Private) Early Childhood Education System
6.4.3 Socio-Emotional Development Results
6.4.3.1 Attends Public Early Childhood Education v/s Does Not Attend any Early Childhood Education System
6.4.3.2 Attends Public Early Childhood Education v/s Attends Another (Private) Early Childhood Education System
6.5 Discussion
6.5.1 Academic Performance
6.5.2 Socio-emotional Development
References
Chapter 7: The Writer’s Affectivity When Writing to Learn
7.1 Introduction
7.2 Writing as an Epistemic Process
7.3 Revitalising Old Foundations: Reading Between the Lines of Affectivity
7.3.1 The First Four Pillars: Flower y Hayes (1981b)
7.3.2 Motivation in Writing: Hayes (1996)
7.3.3 The Resurgence of the Void: Hayes (2012)
7.4 A New Look at Affectivity
References
Chapter 8: Affectivity from the Dialogical Perspective of Cultural Psychology: Educational Implications
8.1 Psychology and Affectivity: Historic Notes and Key Concepts
8.2 Emotions
8.3 Emotions Versus Cognition
8.4 The Phenomenology of Emotions and Affectivity
8.5 The Wholeness Nature of Affectivity
8.6 Affectivity from a Semiotic Cultural Psychology Perspective
8.6.1 Cultural Semiotic Dynamics of Affectivity
8.6.2 Meaning-Making Processes
8.7 Affective Semiosis
8.8 Affective-Semiotic Regulation, Co-Construction of Trust Relations, and Students’ Motivation in the Classroom
8.9 Communication and Metacommunication
8.10 Trust Relations and Students’ Development, Learning, and Motivation
8.11 Learning and Affectivity in School Settings: An Empirical Example
8.12 Conclusion
References
Chapter 9: Learning in Nature About Nature: Two Types of Affective Orientation
9.1 Introduction
9.2 Learning as a Relational and Situated Phenomenon
9.3 Affect as Assemblage
9.4 Data
9.5 Assemblages
9.6 Analyzing Affect and Learning as Assemblages Through Social Practice
9.7 Discussion: Methodological Assemblages
9.8 Affect and Learning in Nature
9.9 Conclusion
9.10 Postscript
References
Chapter 10: Learning and Affectivity: Pedagogical and Cultural Dimensions in the Inclusion of Diversity in University Education
10.1 Normative Frameworks and Inclusive Educational Cultures
10.2 Inclusion and Diversity: Pedagogical and Affective Dimensions
10.3 Inclusive Pedagogy: Cultural and Affective Considerations in Learning
References
Chapter 11: Usefulness of the Perezhivanie Construct in Affectivity and Learning: A Systematic Review
11.1 Introduction
11.2 Theoretical Foundations
11.3 Methodological Framework
11.3.1 General Description
11.3.2 Search Strategy
11.3.3 Phases of the Systematic Review
11.4 Results Synthesis Strategy
11.5 Findings
11.5.1 Studies Included
11.5.2 Results of Syntheses
11.6 Discussion
11.7 Conclusions
References
Chapter 12: Processes of Social Subjectivity and Pedagogical Action: Developments to Understanding Learning Difficulties in the School Environment
12.1 Introduction
12.2 Methodology
12.3 Analysis and Construction of Information
12.3.1 A Model School: Pedagogical Action Focused on Content
12.3.2 Social Subjectivity of School and the Pathologization of Learning
12.4 Conclusion
References
Chapter 13: The Unity of Affectivity and Learning: Characteristics in Vocalized Responses of Adolescents and Adults
13.1 Introduction
13.2 Mainstream Psychological Definitions of Affectivity and Learning
13.3 Approaching Affectivity and Learning as Variables
13.4 Rationales for Studying Affectivity and Learning
13.5 Dialectical Critique
13.6 Structural-Systemic Epistemological Understanding of Affectivity and Learning
13.7 Structural-Systemic Development
13.8 The Social Situation or the General Law of Development
13.8.1 Role of Language
13.9 Structural-Systemic Understanding of Development
13.10 Methodology
13.10.1 The First Study
13.10.2 The Second Study
13.10.3 Both Studies
13.11 Settings
13.11.1 The First Study
13.11.2 The Second Study
13.12 Participants
13.12.1 The First Study
13.12.2 The Second Study
13.13 Coding and Analysis
13.14 Results
13.14.1 The First Study
13.14.2 The Second Study
13.15 Discussion and Implications
13.16 Conclusion
References
Chapter 14: Culturally-Based Interpretations of Motivation and Learning Strategies Between the United States and South Korea
14.1 Culture in Education
14.1.1 Hofstede’s Model
14.2 Goal Orientation
14.3 Expectancy
14.4 Self-Efficacy
14.5 Control of Learning
14.6 Learning Strategies
14.7 Purpose of the Present Study
14.8 Methods
14.8.1 Participants
14.8.2 Instruments
14.8.3 Procedures
14.8.4 Data Analytic Approach
14.9 Results
14.10 Discussion
14.10.1 Limitations
14.11 Conclusion
References
Chapter 15: Educate Emotions: Notes for a Critical Examination of Emotional Education Proposals
15.1 Introduction
15.2 Neoliberalism and Education: The Company as a Metaphor
15.3 Emotions and Emotional Capitalism
15.4 Emotional Education
15.5 Critical Approaches to Emotional Education
15.6 Reflections by Way of Synthesis
References
Chapter 16: Trust in Schools in Chile
16.1 Introduction
16.2 Theoretical Framework
16.3 Country Context
16.4 Methods
16.4.1 Sample and Analysis
16.5 Results
16.5.1 Identification of Higher and Lower Areas of Institutional Trust
16.5.1.1 Government and Unions
16.5.1.2 School Leaders
16.5.2 Context: Social Turmoil and Pandemic
16.6 Discussion
References
Chapter 17: Socioemotional Styles: When Affectivity Meets Learning
17.1 Introduction
17.2 Basic Architecture of Human Experience I: Segregation of Motivation/Affect and the Social Bias of the Human Mind
17.3 Basic Architecture of Human Experience II: The Structure of Emotions and the Continuous Strive Toward Social Homeostasis
17.3.1 The Basic Structure of Emotion
17.3.2 The Psychological Content of Emotions
17.4 Principles in the Development of Emotion, Emotion Regulation, and Social Cognition
17.5 Developmental Trajectories Toward the Configuration of Socioemotional Style I: Temperament
17.5.1 Inhibited Temperament
17.5.2 Exuberant Temperament
17.6 Developmental Trajectories Toward the Configuration of the Socioemotional Style II: Attachment and Exploration
17.7 Socioemotional Styles: A Theoretical Proposal on the Organization of Affective Functioning Throughout Life
17.7.1 Socioemotional Style I: The Cautious Style
17.7.1.1 Cautious Style and Learning
17.7.2 Socioemotional Style II: The Curious Style
17.7.2.1 Curious Style and Learning
17.8 Socioemotional Styles and Learning: Practical Consequences for Educators
17.9 Conclusion
References
Part II: Affectivity in Teachers’ Learning
Chapter 18: A Sociocultural Perspective on the Relationship Between Educators’ Emotional Experiences and Professional Learning
18.1 Introduction
18.2 Research Background
18.2.1 Understanding Emotions and Teachers’ Emotions
18.2.2 Teachers’ Emotions from Vygotsky’s Theoretical Lens of Perezhivanie
18.3 Methodology
18.4 Findings
18.4.1 Daisy, the Novice: Prioritising the Majority of Students in the Class
18.4.2 Grace, the Mid-Career: Transformation and Positive Emotions
18.4.3 Heidi, the Senior: Developing Emotional Capacities with Experiences
18.5 Discussion and Conclusion
18.5.1 Teacher Emotions as Cultural and Historical Products
18.5.2 Relationship Between Teachers’ Emotion and Professional Learning
18.5.3 Accounting for Individual Differences Among the Educators
18.6 Conclusion
References
Chapter 19: Teachers’ Emotions: Their Origin and Influence on the Teaching-Learning Process
19.1 Introduction
19.2 Teachers’ Emotions and Their Relevance for Teaching and Learning
19.3 Conceptual Considerations About Teachers’ Emotions
19.4 Theoretical Models of Antecedents and the Regulation of Teachers’ Emotions
19.5 Antecedents of Teachers’ Emotions Related to the Teaching and Learning Process
19.5.1 Pekrun’s Model: The Control-Value Theory of Achievement Emotions
19.5.2 Frenzel et al.’ s Model: The Reciprocal Model on Causes and Effects of Teachers’ Emotions
19.5.3 Spilt et al. (2011): The Relevance of Teachers’ Internalized Representations of Their Relationship with Their Students
19.6 Models of Emotion Regulation in School
19.6.1 Metcalfe’s Model: The Hot-Cool Model of Emotions
19.6.2 Gross’s Model: The Complex Processes Model
19.6.3 Hochschild’s Theory: Emotional Labor
19.7 Teachers’ Emotions in the Educational Context: Effects on Teachers’ Mental Health, Instructional Behavior, and Students’ Emotions and Outcomes
19.7.1 Teachers’ Emotions and Mental Health
19.7.2 Teachers’ Emotions and Teachers’ Instructional Behavior
19.7.3 Coping Strategies and Emotional Labor
19.7.4 Teachers’ Emotions and Students’ Outcomes
19.8 Conclusion
19.9 Challenges for Research on Teachers’ Emotions
References
Chapter 20: How Are Socioemotional Competencies Taught in Initial Teacher Education? Affectivity, Learning, and Didactics of Emotions in the University Classroom
20.1 Introduction
20.2 Theoretical Framework
20.2.1 Current Status of Socioemotional Competencies and Related Educational Policies
20.2.2 SEC and Professional Identity
20.2.3 Specific Didactics and the Formation of Emotions in Teachers
20.3 Methodology
20.4 Results
20.4.1 Actions Related to Teaching
20.4.1.1 Initiatives for SEL (Socioemotional Learning)
20.4.1.2 SEC Development Platform
20.4.2 Actions Related to Learning
20.4.3 Actions Constructed Between Teacher Educators and Preservice Teachers
20.5 Discussion
20.6 Conclusion
References
Chapter 21: Affectivity in Science Education: Lived Perceptions
21.1 Introduction
21.2 Emotions in Science Education Learning
21.3 Emotions in Science Education Teaching
21.4 Study Context
21.5 Methodology
21.6 Data Analysis
21.7 Results
21.7.1 Survey: Part 1
21.7.2 Survey: Part 2
21.7.2.1 Emotional Connections: Affectivity and Caring
21.7.2.2 Practical Connections: Affectivity and Teaching Styles
21.8 Discussion
21.9 Recommendations
21.10 Conclusion
References
Chapter 22: Learning the Teaching Profession in the Practicum: The Role of the Other, Modalities of Appropriation, and Professional Knowledge
22.1 Introduction
22.2 Theoretical Framework
22.2.1 The Role of the Other in Learning About the Teaching Profession
22.2.2 Modalities of Appropriation and Mobilization of Professional Knowledge
22.2.3 Regarding the Objects of Professional Learning
22.3 Conceptual References
22.3.1 Situated Learning: Participating and Learning with the Other
22.3.2 Learning with the Other: Engagement, Affordance, and Intentionality
22.3.3 From Learning with the Other to the Resulting Professional Knowledge
22.4 Methodology
22.4.1 Access to the Site and Characteristics of the Participants
22.4.2 Processing and Analysis of the Data
22.5 Results
22.5.1 The Other as a Source of Professional Knowledge
22.5.2 Interactions in the Classroom: The Guiding Teacher and the Students as the Other
22.5.3 Interactions in Other Places in the School: Practicum Peers and Other Members of the School Community
22.5.4 Interactions Outside the School: Supervising Teachers
22.6 Modalities of Appropriation of Professional Knowledge
22.6.1 Mimesis as a Modality of Appropriating Professional Knowledge
22.6.2 Advice as a Modality of Knowledge Appropriation
22.6.3 Collaboration as a Modality of Knowledge Appropriation
22.6.4 Verification as a Modality of Knowledge Appropriation
22.6.5 The Professional Knowledge Involved and Its Mobilization
22.7 Discussion
22.8 Conclusions
References
Chapter 23: Teaching Excellence, Affectivity and Learning
23.1 Introduction
23.2 Teaching Competencies from an Emotional Perspective
23.3 Emotions and Teaching Effectiveness
23.3.1 Another Major Challenge Is the Teacher Refresher Towards Emotional Competence
23.3.2 Emotional Competence in Promoting Student Learning
23.4 Emotional Education at School
23.4.1 Emotional Education: The Role of Teachers
23.5 From Teaching Competencies to Teaching Effectiveness
23.6 Conclusions
References
Chapter 24: LGBTIQ+ Inclusive Education: The Interplay of Emotions and Cognition in Graduate Teachers’ Narratives of Becoming
24.1 Introduction
24.2 Understanding Perezhivanie
24.3 Literature Review
24.4 Situating Perezhivanie in the Literature
24.5 Participants and Context
24.6 Ethical Considerations
24.7 Data Analysis
24.8 Findings/Discussion
24.9 Transitions into High School
24.10 Strategies for Inclusion of LGBTIQ+ Students
24.11 Conclusion
References
Part III: Affectivity and Learning from Cognitive Neuroscience’s Perspectives
Chapter 25: Neuroscience of Learning and Emotional Processing
25.1 Introduction
25.2 Neurophysiological Bases of Learning
25.3 Basic Assumptions of Learning: Behaviorism, Cognitivism, and Socio-cognitive Theory
25.4 The Main Cognitive Processes Associated with Learning: Memory and Attention
25.5 Attention
25.5.1 Alertness Network
25.5.2 Orientation Network
25.5.3 Executive Control Network
25.6 Learning and Emotion
25.7 Meaningful Learning
25.7.1 Significant Learning: Classification of Subtypes
25.7.2 Criteria or Requirements for Meaningful Learning
25.7.3 Benefits of Meaningful Learning
25.7.4 Brain-Based Learning (BBL) as a Mechanism for Meaningful Learning
25.7.4.1 The Brain Is a Living System
25.7.4.2 The Brain Is Social
25.7.4.3 The Search for Meaning Is Innate and Occurs Through Patterns
25.7.4.4 Emotions Are Fundamental to the Configuration
25.7.4.5 Perception, Attention, and Memory Are Fed by Emotion
25.7.4.6 Each Brain Is Uniquely Organized
25.8 Conclusion
References
Chapter 26: Emotional Salience and Learning
26.1 Introduction
26.2 Attentional Bottom-Up and Top-Down Processes
26.3 Salience and Emotional Salience
26.4 Emotional Stimuli and Cognitive Processes
26.4.1 Attention
26.4.2 Memory
26.4.3 Executive Functions
26.4.4 Inhibitory Control
26.4.5 Working Memory
26.4.6 Cognitive Flexibility
26.5 Emotional Salience as an Advantage or Disadvantage in Learning
26.6 Discussion and Future Directions
References
Chapter 27: Memory Distortions: An Interdisciplinary Framework for Cognitive-Affective Bias
27.1 Introduction
27.2 False Memories
27.2.1 Suggestibility: The Misinformation Effect
27.2.2 Predicting the Past: The Hindsight Bias
27.2.3 Internal False Memory Triggers: The Case of the Consistency Bias
27.2.4 Autobiographical and Third-Party Source Misattribution: Unconscious Plagiarism and Unconscious Transference
27.2.5 Other Memory Distortion–Inducing Biases
27.3 Affectivity in False Memory Research
27.4 Conclusion
References
Chapter 28: Echoes of Early Experiences on the Learning Process: Implications in Interoceptive Development and Emotional Self-Regulation
28.1 Introduction
28.2 Interoception and Its Development During Infancy
28.3 Interoception and Emotional Learning: Emotion Recognition and Regulation
28.4 Interoception and the Relationship with Another: Empathy and Prosocial and Planned Decision-Making
28.5 Discussion and Conclusions
References
Chapter 29: The Somatic Roots of Affect: Toward a Body-Centered Education
29.1 Introduction
29.2 Affective Experience Plays a Fundamental Role in Learning
29.2.1 Introducing Affect
29.2.2 Influence of Affect on Learning at a General Level
29.2.3 Affect Shapes Perception
29.2.4 Affect Directs Attention
29.2.5 Affect Impacts Memory
29.2.6 Affect and Motivation
29.3 Affective Experience Is Rooted in the Homeostatic Self-/Co-regulation of Living Bodies
29.3.1 Interoception and Body Homeostasis
29.3.2 Interoception and the Homeostatic Role of Affect
29.3.3 Interoceptive Phenomenology and Affective Experience
29.3.4 The Social Dimension of Interoception, Homeostatic Regulation, and Affect
29.4 Conclusions
References
Part IV: Affectivity and Learning in the Therapeutic and Clinical Context
Chapter 30: Historical Foundations of Affectivity and Learning Research: C.G. Jung’s Word-Association Experiments
30.1 Jung Before 1904
30.2 Word-Association at the Burghölzli: Discovery of the Complex
30.3 Affectivity and Learning: Perseveration, Reaction Time, and Memory
30.4 The Rise of Complex Psychology
References
Chapter 31: Impact of Transference on the Training of TFP Therapist: A Proposal on the Affective Echo as a Foundation of Learning
31.1 Transference and Psychotherapy Supervisory Processes
31.1.1 Transference
31.1.2 Supervision in Psychotherapy
31.1.3 Where Transference and Supervision Meet: Parallel Processes
31.2 Transference-Focused Psychotherapy
31.3 First Research Design Proposal for Supervisions in TFP
31.4 Preliminary Results and Some Insights
31.5 On Clinical Work in the Encounter with the Patient
31.6 Essential Elements of the TFP: Macro and Micro Processes
31.7 The Learning of the Technique: Supervisions in TFP
31.8 Apprehensions About Parallel Process-Based Learning
31.9 Proposal of Minimum Necessary Characteristics for the Development of a TFP Therapist
31.10 Vignette of a Supervision in TFP
31.11 Conclusions
References
Chapter 32: Affective Processes in the Supervisor-Supervisee Relationship as Enhancers of the Therapist Training: Reflections from a Scoping Review of the Psychoanalytic Approach
32.1 A Personal Experience of Our Learning in Psychoanalysis
32.2 Research on Training in Psychotherapy
32.3 Psychoanalytic Orientation Training
32.4 Fundamentals for a Proposal About the Intangibles in TFP Psychotherapists
32.4.1 Search Method
32.5 Results
32.6 From Parallel Process to Transference-Focused Psychotherapy
32.7 Supervision Vignette
32.8 Final Considerations
References
Chapter 33: Meaningful Social Interactions as a Foundation for Affection and Learning for Autistic Individuals
33.1 Introduction
33.2 Autistic Sociality
33.3 Affectivity in the Context of Autism
33.4 Learning Being Autistic
33.5 Conclusion Remarks
References
Part V: Affectivity and Learning in Everyday Life
Chapter 34: Affectivity and Learning at the End of Life: Expressive Art Therapy in Palliative Patients
34.1 Introduction
34.2 Method
34.3 Results
34.3.1 Descriptive Analysis
34.3.2 Comprehensive Analysis
34.4 Discussion
34.5 Conclusion
References
Chapter 35: Impact of Affectivity and Learning in the Construction of Occupational Identity Throughout the Course of Life and Its Influence on Old Age
35.1 Introduction
35.2 Childhood: Exploration of Occupational Identity Based on Significant Learning
35.3 Adolescence: Consolidation of the Foundations of Occupational Identity
35.4 Adulthood: Stage of Achievement of Occupational Identity
35.5 Old Age
35.6 Discussion
References
Chapter 36: Affective Bonding and Organizational Learning
36.1 Introduction
36.2 Group Linkages in Organizational Learning Processes
36.3 Exploration Devices and Results
36.4 Conclusion
References
Chapter 37: Learning Affects, Gender Roles, and the Case of Care Work
37.1 Introduction
37.2 Privatization of Affects: A Critique
37.3 Gender Socialization and Affects
37.4 Gendered Affects
37.5 Care Work, Gender, and Affect
37.6 Concluding Remarks
References
Chapter 38: Acculturation Learning Process: Affective Quality in Immigrant Women
38.1 Introduction
38.2 Objective
38.3 Methodology
38.3.1 Design
38.3.2 Participants
38.3.3 Sociodemographic Characteristics of the Participants
38.3.4 Measurements
38.3.5 Procedure
38.3.6 Data Analysis
38.3.7 Ethical Considerations
38.4 Results
38.4.1 Resilience in Immigrant Women
38.4.1.1 Subjective Well-Being
38.4.1.2 Social Support
38.4.1.3 Coping Strategies
38.4.1.4 Protective Factors
38.4.2 Increased Disappointment Over Time
38.4.2.1 Subjective Well-Being
38.4.2.2 Social Support
38.4.2.3 Coping Strategies
38.4.2.4 Protective Factors
38.5 Discussion and Conclusion
38.5.1 Limitations
38.5.2 Future Research Directions
References
Chapter 39: Humorous Actions and Coexistence
39.1 Introduction
39.2 Bergson’s Theoretical Proposal and Semiotic-Cultural Constructivism as Disquieting Experiences
39.3 Intersubjective Matrix for the Understanding of Humour in SCC
39.4 Alterity and Its Possibilities to Approach Humour
39.5 Humorous Actions: An Experience with Games with Rules
39.6 Discussion
References
Part VI: Final Remarks
Chapter 40: Affectivity and Learning: Why We Need an Interdisciplinary, a Multilevel, and a First-Third-Person Approach?
References
Index