Keywords
socio-emotional education
4e cognition
somatic education
interoception
socio-emotional regulation
body and education
self-consciousness
4e cognition
somatic education
interoception
socio-emotional regulation
body and education
self-consciousness
How to Cite
González-Grandón, X. A. (2021). Conscious Bodies and Regulated Emotions: The Interoception in Social and Emotional Learning. Revista Internacional De Educación Emocional Y Bienestar, 1(2), 101–124. https://doi.org/10.48102/rieeb.2021.1.2.12
Abstract
The recognition of emotions and their regulation in learning has led to different approaches to their study. Many of the socio-emotional theories rely on an underlying understanding of human functioning. In this article, we argue that most of these approaches imply a reward-oriented functionalist model, based on behavioral stimuli and responses, in which there is no agency recognition. These perspectives appear to have a limited explanatory value in their application in the educational environment. In contrast, we outline an alternative educational view, in which socio-emotional experiences are embodied within ecological environments and social contexts and are interactive and dynamic. According to the approaches of 4E cognition, we prioritize the development of socio-affective ability in synergy with bodily, attentional, and interoceptive self-awareness training as part of the meaningful learning experiences of effective and assertive emotional regulation. Finally, we discuss the implications of developing educational tools and resources embodied and situated in today's learning environments to deal with complexity and uncertainty.
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