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Emotional Education: A New Paradigm in Education (part 1)

by Crystal - Tuesday 3 July 2012 - 1819 letture

By Advaita Mihai Stoian

Your Intellect May Be Confused, but Your Emotions Will Not Lie to You

Emotions are an intimate part of our life and the bricks from which we build the activity of our Soul.

The silent mysterious presence of our emotions in the daily existence is making them ignored or sometimes even denied their right to be a part of our daily existence even if thoughts are getting so much attention yet sharing the same immaterial nature.

The importance of our emotions in all the domains of our life is underlined today by the studies that are revealing the mechanisms of our mind. Even if we deny the existence of our emotions by placing them at the periphery of our awareness and understanding, they play a very important role in our life and in the functioning of our mind, making the difference between a robotic mind and an intuitive and spontaneous mind (according to the level of understanding about the way emotions are working).

In most of the educational systems today the emphasis falls on to the logic and memory, the two components of the “robotic self”, the main constituents of our auto-pilot. This kind of education will weaken the activity of the soul and will cut us away from the reality of our emotions.

Even in situations when the students are encouraged to discover and train the intuitive part of their mind, the emotional part is little if at all studied and understood.

An important observation that we can easily make is that most of our decisions that we take in life are determined (dictated) by our emotions in that moment and not by our logic or previously accumulated experiences!!!

This amazing statement shows the paramount importance of the emotional education and control since this will influence mostly our future decisions therefore our future in general. It is an increasingly known fact that our memory is working in an emotional way. Science is confirming what spirituality was stating from thousand of years: “what you love is what you sooner or later become”. In this statement we recognize the formative power of one of the strongest emotion generator that we have in our life: LOVE. We don’t become what we consider correct, we don’t become what we consider right or wrong, we don’t become what we admit we should become. We become what we LOVE, what we emotionally search through the love.

The mind is only making associations between the notions that are associated with the corresponding emotions.

The Structure of Memory and The Power of Emotional Memory

The recent studies were showing that the quality of our emotions influences the capacity to memorize. An act that was supported by strong emotions will have a strong imprint in our memory and will be easier accessible then an act that is not triggering any emotion in us.

In the process of learning we are using this mechanism many times but it is done somehow unconsciously. Our mind is associating the emotions to the information that is projected on the inner screen of our mind. In this way, the associative power of the mind is working to create the memories and to establish a kind of connection between the emotions that happen in the time of the actions or activities.

By the intense “training” we do today for the associative power of our mind we obtain an almost instantaneous process of association – connection between one action and the emotion that is predominant in our inner medium by the time we perform that action. In this way the memories that are created depend NOT ON THE QUALITY OF INFORMATION THAT WE GET BUT ON THE EMOTION THAT IS TAKING PLACE IN THE TIME OF RECEIVING THE INFORMATION (in this category we consider also the actions that we perform).

We Can Remember Things Better If Those Memories Are Formed at a Time When There Is a Strong Emotional Impact: Emotional-Memory Formation

The complete mechanism of emotional memory can be easily synthesized in the following way: the information that we acquire by the work of the five senses is generating emotions; in their turn the emotions that we have create a genuine filter (made of resonance) for the future information that we will acquire (we like or dislike the information that is about to come according to the previous emotions associated to that category of information/lesson). In this way the content that is memorized is the result of this double interaction between the information and emotions.

We have to notice here that the memories that we have are defined from at least three perspectives by the double interaction mentioned above:
- Strength of the recording. This is defining the reminisce in time of these recordings: the stronger is the recording (through the emotions associated to it) the longer it will last in time.
- Content. This is defining the specific resonances that the content of the memory record is having.
- Accessibility. This is defining the easiness one can have access to that recording and use it in future constructions as the mean of basic experiences.

To make a complete analogy about the relationship between the mind and the emotions we can say that:
- The mind is the librarian that is taking care of a large library.
- The emotions are the content of all the books that are in that library.

The librarian is not the author of the books but is keeping them in a good order thus making their content accessible in the daily life. The intense cultivation of the activity of the librarian is making the library developing the way the books are arranged in the shelves and the different systems of access the information.

Yet we should not forget that having good mental schemes is only making the arrangement of the books better but it will not change the content of the books. Many times we ignore this aspect and we train only the librarian. This is why we experience richness in mental schemes but poverty in the experiences that “populate” our mental schemes. The library is neatly but has few books. And we read again and again the same books and every time we want something more we are only trying to rearrange the books in the shelves in another way.


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