Abstract
Education for the cultivation of emotions through textbooks: the example of Croatian high school history textbooks
Highlights
The role of emotions in education is discussed within various disciplines-from philosophy, psychology, sociology, pedagogy to specific theories of teaching and learning
The results suggest that high school history textbooks overemphasize the cognitive aspect of the learning process while simultaneously inadequately putting students in a position that would allow them to be more emotionally engaged with the historical events and to thereby develop empathy
A higher number of questions and tasks that encourage the development of empathy points towards a finding that the textbook is more successful and closer to fulfilling the role of a teaching tool that, in addition to cognitive, is seen to contribute towards students’ affective development
Summary
The role of emotions in education is discussed within various disciplines-from philosophy, psychology, sociology, pedagogy to specific theories of teaching and learning. Many of those discussions emphasize the importance of cultivating emotions in terms of the overall development of a person, demonstrating the importance of integrating emotions into the educational process. A textbook can serve as support to the basic principles of holistic education This relatively young pedagogical conception is based on the perception of a person’s overall potential and their optimal realization (Miller et al, 1990) in the context of which it can rightly be concluded that emotions are an important segment of this type of education. The following textbooks from four publishing houses will be analyzed in the current study:
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