Toward a Theory and Practice for Whole-Person Learning: Reconceptualizing Experience and the Role of Affect
305 citations recorded by the source corpus.
Subfields: Education, Human Factors and Ergonomics, Political Science and International Relations
View Paper: https://www.semanticscholar.org/paper/6a2cff80eb5402fdd20b132286217e948027f603
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In Education
In Human Factors and Ergonomics
In Political Science and International Relations
Citations in the corpus
- Adult learners’ emotions in online learning (2008, background): “Emotions are important in adult learning because they can either impede or motivate learning (Dirkx, 2001; Yorks & Kasl, 2002).”
- Affective learning: A taxonomy for teaching social work values (2010, background): “…useful in social work education Journal of Social Work Values and Ethics, Vol. 7, No. 2, Fall 2010 http://www.socialworker.com/jswve as we strive to teach students the knowledge, skills, and values of the profession (Ediger, 2007; Menix, 1996; Yorks & Kasl, 2002; Zimmerman & Phillips, 2000).”
- Adult Learning and the Generation of New Knowledge and Meaning: Creating Liberating Spaces for Fostering Adult Learning through Practitioner-Based Collaborative Action Inquiry (2005, background): “However, adult educators have had scant guidance in how to create these spaces, being challenged in finding ways for providing ‘‘space, openness, or support for this kind of intense inquiry’’ (Yorks & Kasl, 2002, pp. 185–186).”
- Scaffolding student reflection for experience-based learning: a framework (2013, background): “…trigger emotions, challenge values and beliefs and engage learners beyond the cognitive with the potential for affective and whole person learning (Yorks and Kasl 2002) and transformative learning (Mezirow 1991); reduced access to and remote communication with teaching staff and peers;…”
- I Know More Than I Can Say (2006, methodology): “In another example (Yorks & Kasl, 2002), Elizabeth Kasl told a story about being part of an inquiry about race, in which two groups (one White, one Black) used a synergy process to deepen participants’ consciousness about their own group’s race identity as well as the race identity of “the other.””
- Cultivating cosmopolitan, intercultural citizenship through critical reflection and international, experiential learning (2011, background): “‘Whole-person learning’ is concerned with the affective, psychological, and social development of individuals, not just their cognitive and metacognitive learning (Yorks & Kasl, 2002).”