{"id":16065,"date":"2016-08-16T00:00:00","date_gmt":"2016-08-16T00:00:00","guid":{"rendered":"https:\/\/novakdjokovicfoundation.org\/zasto-su-emocije-vazne-za-ucenje\/"},"modified":"2023-03-20T16:57:12","modified_gmt":"2023-03-20T16:57:12","slug":"zasto-su-emocije-vazne-za-ucenje","status":"publish","type":"post","link":"https:\/\/novakdjokovicfoundation.org\/sr\/zasto-su-emocije-vazne-za-ucenje\/","title":{"rendered":"Za\u0161to su emocije va\u017ene za u\u010denje"},"content":{"rendered":"<p><em><strong>U\u010denje predstavlja dinami\u010dan proces koji umnogome zavisi od okru\u017eenja i konteksta, zato \u0161to emocije odre\u0111uju kako, \u0161ta, kada i za\u0161to ljudi razmi\u0161ljaju, pamte i u\u010de.<\/strong><\/em><\/p>\n<p><!--more--><\/p>\n<p>Kakva je uloga emocija u u\u010dionici? Edukator i razvojni psiholog Meri Helen Imordino-Jang u svojoj najnovijoj knjizi \u201eEmotions, Learning, and the Brain: Exploring the Educational Implications of Affective Neuroscience\u201c govori o tome na koji na\u010din emocije uti\u010du na razumevanje gradiva u\u010denika na \u010dasu i njihov proces u\u010denja.<\/p>\n<p>Poznato je da se proces u\u010denja svakog pojedinca razlikuje iz dana u dan. Tako su u\u010denici nekada vi\u0161e nego zainteresovani i raspolo\u017eeni da nau\u010de \u0161to vi\u0161e o odre\u0111enoj temi, dok na nekim drugim \u010dasovima deluju odsutno i nemotivisano. Osim toga, \u0111acima posebno te\u0161ko pada boravak u \u0161kolskim klupama neposredno pre i posle raspusta. Ovakva promenljiva raspolo\u017eenja uti\u010du ne samo na tok predavanja i u\u010denja ve\u0107 i na znanje koje u\u010denici poseduju u datom trenutku. Drugim re\u010dima, u\u010denje predstavlja dinami\u010dan proces koji umnogome zavisi od okru\u017eenja i konteksta, zato \u0161to emocije odre\u0111uju kako, \u0161ta, kada i za\u0161to ljudi razmi\u0161ljaju, pamte i u\u010de.<\/p>\n<p>Kao nekada\u0161nji nastavnik prirodnih nauka u srednjoj \u0161koli, Imordino-Jang zainteresovala se za ulogu emocija u u\u010denju kada je na jednom od njenih predavanja pokrenuto osetljivo pitanje rasne pripadnosti u u\u010dionici. Koriste\u0107i nau\u010dna saznanja u diskusiji vezanoj za evolutivne osobine ljudi kao \u0161to je razli\u010dita pigmentacija ko\u017ee, iznenadilo ju je da se tokom \u010dasa rasna tenzija umanjila, a probudio etni\u010dki ponos me\u0111u u\u010denicima razli\u010ditog rasnog i socio-ekonomskog porekla. Osim toga, primetila je da su u\u010destvuju\u0107i u diskusiji u\u010denici po\u010deli da se interesuju za prirodne nauke, kao da su uvideli relevatnost nau\u010dnih obrazlo\u017eenja za njihov svakodnevni \u017eivot.<\/p>\n<p>Nau\u010dno shvatanje uticaja emocija na razmi\u0161ljanje i u\u010denje pro\u0161lo je kroz veliku transformaciju u poslednjih nekoliko godina. Revolucija u neuronauci u protekle dve decenije opovrgla je ranije tvrdnje da emocije spre\u010davaju u\u010denje, otkrivaju\u0107i umesto toga da su emocije i kognitivne funkcije podr\u017eane od strane nezavisnih neuronskih procesa. Neurobiolo\u0161ki je prakti\u010dno nemogu\u0107e da ljudi pamte, kompleksno razmi\u0161ljaju ili donose razumne odluke bez emocija. Mozak je metaboli\u010dki veoma skupo tkivo, pa evolucija ne bi dozvolila raspiranje energije i kiseonika na razmi\u0161ljanje o stvarima koje za ljude nemaju nikakav zna\u010daj ni vrednost. Jednostavnije re\u010deno, razmi\u0161ljamo samo o nama va\u017enim temama. Zbog toga postaje jasno za\u0161to su u\u010denici pomenutu lekciju do\u017eiveli tako li\u010dno i ozbiljno. Oni su otkrili da nauka mo\u017ee da im pomogne da razumeju pitanja rasne i etni\u010dke razli\u010ditosti i identiteta sa kojima se svakodnevno susre\u0107u, na na\u010din koji je za njih relevantan.<\/p>\n<p>Ovakav uvid \u2013 da duboko razmi\u0161ljamo samo o stvarima do kojih nam je stalo \u2013 zna\u010dajan je za obrazovanje i pedagogiju. On otvara pitanje kako, kada i za\u0161to u\u010denici u\u010de sa razumevanjem ili samo mehani\u010dki ponavljaju informacije i obavljaju ono \u0161to se od njih tra\u017ei. To tako\u0111e pokre\u0107e teme kako tehnologija, kultura i dru\u0161tveni odnosi oblikuju u\u010denje, i kako nastavnici mogu da shvate i produktivnije iskoriste emocije u\u010denika u u\u010dionici. Kako bi predavanje na \u010dasu moglo da motivi\u0161e u\u010denike za u\u010denje sa razumevanjem i prakti\u010dnu primenu znanja u svakodnevnom \u017eivotu, potrebno je da se prona\u0111u na\u010dini na koje mogu da se dodatno iskoriste emocionalni aspekti u\u010denja u obrazovanju.<\/p>\n<div id=\"attachment_19326\" style=\"width: 3510px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-19326\" class=\"size-full wp-image-19326\" src=\"https:\/\/novakdjokovicfoundation.org\/wp-content\/uploads\/2016\/08\/portrait-of-two-diligent-girls-looking-at-camera-at-workplace-with-schoolboys-on-background.jpg\" alt=\"Copyright: Pressmaster\" width=\"3500\" height=\"2333\" \/><p id=\"caption-attachment-19326\" class=\"wp-caption-text\">Copyright: Pressmaster<\/p><\/div>\n<p>Emocije poseduju dimenziju koja je relevantna za obrazovanje. Slo\u017eene emocije kao \u0161to su zainteresovanost, inspiracija ili rezigniranost ne odnose se na neposrednu fizi\u010dku realnost (stvari koje nas okru\u017euju u datom trenutku), ve\u0107 na ranija iskustva i razmi\u0161ljanje o onome \u0161to bi potencijalno moglo da se dogodi u budu\u0107nosti, kao i na kori\u0161\u0107enje ve\u0161tina kojima smo ovladali. \u010cak i kada se radi o \u0161kolskim predmetima koji se tradicionalno smatraju racionalnim, kao \u0161to su fizika ili matematika, duboko razumevanje zavisi od uspostavljanja emocionalnih veza izme\u0111u koncepata. Tako je u studiji upotrebom fMRI skenera otkriveno da kada matemati\u010dari vide jedna\u010dinu koju smatraju lepo i elegantno formulisanom, oni aktiviraju istu emocionalnu regiju mozga koja je u funkciji i kada se divimo delu nekog slikara ili kada smo svedoci moralne lepote, kao \u0161to je saose\u0107anje prema drugima. Takvi rezultati ukazuju na to da se u\u010denje sa razumevanjem svodi na pomaganje u\u010denicima da pove\u017eu matemati\u010dke pojmove sa svojim emocionalnim, subjektivnim i prethodnim relevantnim iskustvima.<\/p>\n<p>Razumevanje uloge koju emocije imaju u procesu u\u010denja uklju\u010duje mnogo vi\u0161e od identifikovanja toga kako se u\u010denik ose\u0107a u odre\u0111enoj situaciji kako bi se stvorilo okru\u017eenje za u\u010denje koje strate\u0161ki manipuli\u0161e njegovim reakcijama. Na primer, davanje slatki\u0161a detetu kako bi bilo motivisano da dolazi na \u010dasove matematike ne\u0107e izazvati radost i zainteresovanost mali\u0161ana za u\u010denje tog predmeta. Shvatanje emocija tako\u0111e se ti\u010de na\u010dina na koje u\u010denici i nastavnici pro\u017eivljavaju svoje emocionalne reakcije i toga kako emocije pokre\u0107u njihovo razmi\u0161ljanje i pona\u0161anje, bilo svesno ili nesvesno. Emocije nisu dodatak koji se razlikuje od kognitivnih sposobnosti. Umesto toga, emocije kao \u0161to su zainteresovanost, anksioznost, ushi\u0107enost postaju deo same ve\u0161tine. To je jedan od razloga zbog kojih anksioznost mo\u017ee toliko da oslabi uspeh u\u010denika na testu, zbog kojih interesovanje mo\u017ee da izazove dugoro\u010dnu \u017eelju za prou\u010davanjem odre\u0111ene teme, zbog kojih deca imaju toliko pote\u0161ko\u0107a da neke stvari u\u010de sa razumevanjem jer se ne se\u0107aju da su ikada takvo znanje koristila izvan u\u010dionice, i zbog kojih \u0107e davanje slatki\u0161a detetu u\u010diniti da ono zavoli dolazak na \u010das, ali ne i u\u010denje onoga \u0161to se u u\u010dionici predaje.<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>U\u010denje predstavlja dinami\u010dan proces koji umnogome zavisi od okru\u017eenja i konteksta, zato \u0161to emocije odre\u0111uju kako, \u0161ta, kada i za\u0161to ljudi razmi\u0161ljaju, pamte i u\u010de.<\/p>\n","protected":false},"author":5,"featured_media":12421,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[20,1122],"tags":[1474,1475,1244,1385],"class_list":["post-16065","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-blog-posts","category-rano-ucenje","tag-emocije","tag-emocije-i-ucenje","tag-rano-obrazovanje","tag-unapredjivanje-ranog-obrazovanja"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.4 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Za\u0161to su emocije va\u017ene za u\u010denje - Novak Djokovic Foundation<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/novakdjokovicfoundation.org\/sr\/zasto-su-emocije-vazne-za-ucenje\/\" \/>\n<meta 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