Subject: [IFETS-DISCUSSION:761] Re: emotions in learning
From: Albert Ip (albert@dls.au.com)
Date: Sat 02 Dec 2000 - 04:40:47 MET
From: "Albert Ip" <albert@dls.au.com> Subject: [IFETS-DISCUSSION:761] Re: emotions in learning Date: Sat, 2 Dec 2000 14:40:47 +1100
Simon Heppenstall s.heppenstall@mail.parklanecoll.ac.uk Thu, 30 Nov 2000
10:40:40 GMT wrote:
> On one occasion, one of the group got a little too excited to the point of
> needing a time out. I had made arrangements with the History Co-ordinator
for
> such eventualities before hand. I sent the boy to the History
Co-ordinator's
> classroom saying something along the lines of, "You better go to the
temple at
> Delphi in Mrs Tindle's room and ask for forgiveness." Apparently he went
in and
> went to the corner of the classroom and knelt down. .....
What concerns me in this scenario is the mix up of the reality and
simulation. Fortunately, Simon quoted a positive use of this potentially
dangerous situation. I say dangerous because the mix up of reality and role
play can have potentially huge consequence.
I suggest we use the term "role play simulation", rather than just "role
play" because simulation include the sense of unreal, imaginative
environment and provides the learner with a clear distinction between
reality and simulation. The ability to enter into a simulation (for
experiential learning) and come out from the simulation for reality check as
well as reflective learning is a very important element and tactic we can
make good use.
I hate to think about the mix up of reality and simulation in a negative
way. :-)
Albert
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