Emorality. A perspective psychoeducational and emocreative relationship between values and emotions
Main Article Content
Keywords
Emorality, Emocreativity, Values, Moral sentiments
Abstract
This paper is a reflection on the relationships between morality, in particular values, and the realm of emotions. We propose the neologism “Emorality” as a theoretical construct that would conceptually integrate the set of interrelations, as a network of axiological-emotional connections. To this end, initially, we provide, from a psychological perspective, a conceptual delimitation of what we understand by values; together with a selection of theoretical references that have studied the connections between the axiological dimension and the affectivity that define us as humans. From this point of reference, a series of relational vertexes are analysed between the moral and the emotional, with which to theoretically base the hypothesis that values have a value content due to their affective substrate. Consequently, emocreativity is presented as a bridging construct between the axiological and the emotional dimension. By way of conclusion, this translates into the proposal of “affective care” as an example of an emocreative value as well as a concretisation of emorality in the educational sphere.
References
Alderfer, C. P. (1969). Una prueba empírica de una nueva teoría de las necesidades humanas. Comportamiento Organizacional y Rendimiento Humano, 4(2), 142-175.
Averill, J. R., & Thomas-Knowles, C. (1991). Emotional creativity en K. T. Strongman (Ed.), International review of studies on emotion (Vol. 1, pp. 269–299). Wiley.
Averill, J. R. (1999). Creativity in the domain of emotion. En T. Dalgleish & M. Power (Eds.), Handbook of cognition and emotion (pp. 765– 782). Wiley. https:// doi.org/10.1002/0470013494.ch36
Averill, J.R. (2002). Emotional Creativity. Toward “Spiritualizing the Passions”. In C.R. Snyder y J. Lopez (Eds.). Handbook of Positive Psychology (pp. 172-185). Oxford University Press. https://doi.org/10.1093/ oxfordhb/9780195187243.013.0023
Avilés. J.M. 2023. Por una pedagogía de cuidados. Revista Educaçáo e Humanidades, 4 (1), 7-33.
Claxton, G. (2016). Inteligencia corporal. Plataforma Editorial.
Chinea, M. (2020). Salud mental y competencias emocionales en los docentes. Trabajo de Fin de Máster. Universidad Fernando Pessoa. Santa Mª de Guía. Islas Canarias. España.
Cortina, A. (2007). Ética de la razón cordial. Educar en la ciudadanía. Ediciones Nobel.
Damasio, A. 2018. El extraño orden de las cosas. Destino.
David, S. 2016. Agilidad Emocional. Sirio.
Frankl, V. E. (1985). El hombre en busca del sentido (6ª ed). Herder.
Fromm. E. 1981. El arte de amar. Paidós
Galeano, E. 2012. Los hijos de los días. Siglo XXI.
Gilligan, C. (1982). In a different voice: Psychological theory and women’s development. Harvard University Press.
Gilligan, C. 1985. La moral y la teoría: psicología del desarrollo femenino. Fondo de cultura económica.
González Torres, M. Keys to Promote Teacher Motivation in the Face of Current Educational Challenges. Studies on Education. 2003.
Graham, S. & Weiner, B. (1996) Theories and Principles of Motivation. In D.C. Berliner y R.C. Calfee (Eds.), Handbook of Educational Psychology (pp. 63-84). Macmillan: New York.
Kostiv, O. (2021). El compromiso emocional docente: validación del constructo y estudio de sus relaciones con otras variables psicoeducativas. Tesis Doctoral. Universidad de La Laguna. San Cristóbal de La Laguna. Islas Canarias. España. https://doi.org/10.25145/b. huellaecocanarias.2021
Kostiv, O. y Rodríguez-Hernández, A. 2022. Una aproximación al Compromiso Emocional Docente y su relación con otras variables psicoeducativas. Escritos de Psicología– PsychologicalWritings,15(2),171-181. https://doi.org/10.24310/espsiescpsi. v15i2.14775
Malti, T. & Dys, S. P. (2015). A developmental perspective on moral emotions. Topoi: An International. https://doi.org/10.1007/ s11245-013-9224-5
Maslow, A.H. (1958). Una Teoría Dinámica de la Motivación Humana. En C.L. Stacey y M. De Martino (Eds.). Comprender la Motivación Humana (pp. 26-47). Editorial Howard Allen, Random House Group.
Morgado, I. 2010. Emociones e inteligencia social. Ariel.
Morgado, I. (2012). Claves neurocientíficas de la enseñanza y el aprendizaje. Ministerio de Educación.
Morgado, I. 2017. Emociones corrosivas. Ariel
Morgan, C., y Averill, J. R. (1992). True feelings, the self, and authenticity: A psychosocial per- spective. En D. D. Franks y V. Gecas (Eds.), Social perspectives on emotion (Vol. 1, pp. 95– 124). JAI Press.
Naranjo-Pereira, M.L. (2009). Motivation: Theoretical perspectives and some considerations of its importance in the Educational Environment. Revista de Educación, 33, pp. 153–170.
Noddings, N. 1996. Stories and affect in teacher education. Cambridge Journal of Education, 26 (3), 435-447. https://doi. org/10.1080/0305764960260311
Noddings, N. 2001. Care and coercion in school reform. Journal of Educational Change, 2, pp. 35-43.
Pacheco, L., Pinedo, I. y Yáñez-Canal, J. (2017). Las emociones y la moral: una propuesta desde la psicología. En J. Yañez-Canal, L. M. Segovia, y J. A. Chaparro (Eds). Desarrollo moral y emociones (pp.19- 79). Corporación Universitaria Minuto de Dios. https://doi.org/10.4067/s0718- 92732017000100003
Padilla, J. y Carmona, M. 2022. Malestamos. Capitán Swing.
Rodríguez, A. 2001. Futuro y creatividad: una mirada prospectivo-social sobre la creatividad. En: Rodríguez, A. (ed.). Creatividad y Sociedad: Hacia una cultura creativa en el siglo XXI. Octaedro.
Rodríguez, A. 2014. Gastronomía para aprender a ser feliz. Desclée de Brower.
Rodríguez, A. 2018. EducaEMOción. La escuela del corazón. Santillana.
Rodríguez, A. 2020. Guía Emocreativa para la Vuelta al Cole desde el Corazón. Santillana.
Rodríguez, A. 2022. Emocreatividad o el corazón emocional de la creatividad. Revista Creatividad y Sociedad, (37), 74-85.
Rodríguez, A. (2023). El cuerpo emocreativo: la corporalidad desde la perspectiva de la educación emocional. En S.A. Almeida, M.A. Betancort, y J. Planella, (Coords.). Pedagogías corporales: una mirada interdisciplinar. Octaedro.
Rodríguez, A. y Rodríguez R. 2023. Entrenamiento Emocional para (jóvenes) futbolistas. Funcafym.
Rodríguez-Rivero, E.R.; Rodríguez Hernández, A.F.; Hernández Jorge, C.M.; DuarteLores, I. 2023. The Why of the Teaching Profession: Validation of a Structural Model of Teacher Motivations. Education Sciences, 13, 815. https://doi. org/10.3390/educsci13080815
Salovey, P. y Mayer, J.D. 1990. Emotional Intelligence. Imagination, Cognition and Personality, 9, 185-211. https://doi. org/10.2190/dugg-p24e-52wk-6cdg
Smith, A. 2004. La teoría de los sentimientos morales. Alianza Editorial
Valdés, C. (25 de febrero de 2023). Motivación. Gestiopolis. http://www.gestiopolis.com/ canales5/rrhh/lamotici.html
Article Sidebar
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors will keep their copyright and guarantee the journal the right of first publication of their work, which will be simultaneously subject to the Creative Commons Recognition License that allows third parties to share the work whenever its author is indicated and his first publication this magazine.
Revista Boletín Redipe by Red Iberoamericana de Pedagogía is licensed under a Creative Commons Attribution 4.0 International License.
Antonio F. Rodríguez Hernández, Salvadoran University Alberto Masferrer, El Salvador
Professor of Evolutionary and Educational Psychology at the University of La Laguna (Canary Islands, Spain). Coordinator of the official EMOCREA-ULL research group. Responsible for the subject in the Primary Education Teacher Degree: “Emotional Education”. Founding member and president of the Spanish Association for Creativity (ASOCREA) in the period 2005-2011. Associate researcher at the Alberto Masferrer Salvadoran University of the Republic of El Salvador.
Francisco J. Batista Espinosa, Salvadoran University Alberto Masferrer, El Salvador
Doctor in education and Master in psychology of physical activity and sports from the Autonomous University of Madrid. Graduate in psychology and Master's degree in educational psychology from the University of La Laguna. He is a professor and researcher at the University of La Laguna and a contracted professor, doctor and researcher at the European University of the Canary Islands. Member of the EMOCREA-ULL research group. Associate researcher at the Alberto Masferrer Salvadoran University of the Republic of El Salvador.