vovrВысшее образование в России (Vysshee obrazovanie v Rossii = Higher Education in Russia)Vysshee Obrazovanie v Rossii = Higher Education in Russia0869-36172072-0459Moscow Polytechnic University10.31992/0869-3617-2019-28-7-119-127vovr-1816Research ArticleФИЛОСОФИЯ НАУКИ И ОБРАЗОВАНИЯPHILOSOPHY OF SCIENCE AND EDUCATIONЭмоции и образование в перспективе феминистских исследованийEmotions and Education through the Prism of Feminist TheoriesВолковаС. В.VolkovaS. V.

Волкова Светлана Владимировна – кандидат педагогических наук, доцент

Адрес: 185910, г. Петрозаводск, проспект Ленина, 33 

 

Svetlana V. Volkova – Cand. Sci. (Education), Assoc. Prof.

Address: 33, Lenin prosp., Petrozavodsk, 185910, Russian Federation

svetavolkov@ya.ruПетрозаводский государственный университетРоссияPetrozavodsk State UniversityRussian Federation201901082019287119127Copyright © Волкова С.В., 20192019Волкова С.В.Volkova S.V.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://vovr.elpub.ru/jour/article/view/1816

В статье отражена одна из главных тенденций современной философии образования, получившая название «аффективный поворот». Опираясь на работы по истории образования и феминистские исследования, автор показывает, что эмоции выступают инструментами организации и контроля сознания, а также являются сферой социально и культурно конструируемых переживаний, воспроизводящих гендерные иерархии. Автор обращает внимание на противоречивый статус женщины в европейской образовательной традиции: с одной стороны, в роли учителя она должна с помощью “материнской любви” привить учащимся навыки эмоционального самоконтроля, а с другой стороны, воспринимается как носитель иррационального начала, представляющего угрозу социальному порядку. Автор отмечает, что в настоящее время тема взаимосвязи эмоций и образования приобрела универсальное значение, закрепившись в понятии «эмоциональная грамотность». Критическому рассмотрению подвергается способность к эмпатии, отмечаются трудности её формирования в рамках программ обучения эмоциональной грамотности. 

The article reflects one of the main trends of the modern philosophy of education – the “affective turn”. Drawing upon researches into the history of education as well as feminist theories, the article seeks to understand emotions as means for controlling consciousness, as well as the sphere of socially and culturally constructed experiences that reproduce gender hierarchies. The ambivalent status of a woman in the European educational space is underlined. On the one hand, a woman as a teacher should instill the skills of emotional self-control in students, surrounding them with maternal love. But, on the other hand, a woman was traditionally conceived as a bearer of an irrational principle that puts society and public interests at risk. The author concludes that at the present stage the theme of the relationship between emotions and education has acquired universal significance as a part of a concept of emotional literacy. The ability to empathy and the difficulties of its developing within the framework of emotional literacy training programs are under scrutiny. 

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The authors declare that there are no conflicts of interest present.