Two theories of emotion for a comprehensive reflection in pedagogy of language.

The comprehension that Colombian pedagogy of language has of emotions sports a classical view of emotions where they are understood as bodily universal reactions, non-cognitive elements, brutal forces devoid of reason or animal parts inherited from the development of the human species. Hence, this m...

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Autores:: Núñez Peña, Michael Steven

Tipo de recurso:: Trabajo de grado de pregrado

Fecha de publicación:: 2024

Institución:: Universidad Pedagógica Nacional

Repositorio:: Repositorio Institucional UPN

Idioma:: eng

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dc.title.spa.fl_str_mv	Two theories of emotion for a comprehensive reflection in pedagogy of language.
title	Two theories of emotion for a comprehensive reflection in pedagogy of language.
spellingShingle	Two theories of emotion for a comprehensive reflection in pedagogy of language. Construcción del sentido Pedagogia del lenguaje Teoría cognitivo - Evaluativa de la emoción Teoría de la emoción construida Construction of sense Pedagogy of language Cognitive evaluative theory of emotions Constructed theory of emotions
title_short	Two theories of emotion for a comprehensive reflection in pedagogy of language.
title_full	Two theories of emotion for a comprehensive reflection in pedagogy of language.
title_fullStr	Two theories of emotion for a comprehensive reflection in pedagogy of language.
title_full_unstemmed	Two theories of emotion for a comprehensive reflection in pedagogy of language.
title_sort	Two theories of emotion for a comprehensive reflection in pedagogy of language.
dc.creator.fl_str_mv	Núñez Peña, Michael Steven
dc.contributor.advisor.spa.fl_str_mv	Mellizo Guaqueta, Nelson
dc.contributor.author.spa.fl_str_mv	Núñez Peña, Michael Steven
dc.subject.spa.fl_str_mv	Construcción del sentido Pedagogia del lenguaje Teoría cognitivo - Evaluativa de la emoción Teoría de la emoción construida
topic	Construcción del sentido Pedagogia del lenguaje Teoría cognitivo - Evaluativa de la emoción Teoría de la emoción construida Construction of sense Pedagogy of language Cognitive evaluative theory of emotions Constructed theory of emotions
dc.subject.keywords.eng.fl_str_mv	Construction of sense Pedagogy of language Cognitive evaluative theory of emotions Constructed theory of emotions
description	The comprehension that Colombian pedagogy of language has of emotions sports a classical view of emotions where they are understood as bodily universal reactions, non-cognitive elements, brutal forces devoid of reason or animal parts inherited from the development of the human species. Hence, this monography seeks to analyze the extent to which the theory of constructed emotion and the cognitive-evaluative theory of emotion contribute to a comprehensive reflection on emotions within pedagogy of language. To reach this goal, a qualitative approach and the method of constructive grounded theory is used. As a result, it is found that pedagogy of language needs to be understood as a pedagogy of sense where emotions are goal-based concepts, unities of symbolic and perceptual representations, that students use as indelible sources to construct sense, evaluate, and interact with the world.
publishDate	2024
dc.date.accessioned.none.fl_str_mv	2024-12-13T14:15:17Z
dc.date.available.none.fl_str_mv	2024-12-13T14:15:17Z
dc.date.issued.none.fl_str_mv	2024
dc.type.local.spa.fl_str_mv	Tesis/Trabajo de grado - Monografía - Pregrado
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dc.language.iso.spa.fl_str_mv	eng
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dc.relation.references.spa.fl_str_mv	Alcaraz, I., Puig, M., Lafon, I. (2009). Características generales de la metodología cualitativa [General characteristics of qualitative methodology]. In Alzina, R (Eds.), Metodología de la investigación educativa (275-292). La Muralla. https://www.academia.edu/38170554/METODOLOG%C3%8DA_DE_LA_INVESTIGA CI%C3%93N_EDUCATIVA_RAFAEL_BISQUERRA_pdf Barrett, L.F. (2017). How emotions are made: The secret life of the brain. Houghton Mifflin Harcourt. Barthes, R. (1967). Elements of semiology. Hill and Wang. (Original work published 1964) Belli, S. (2010). The construction of an emotion (love) and its relationship with language: a review and discussion of an important area of social sciences. Razón y Palabra, (71). https://www.redalyc.org/pdf/1995/199514914039.pdf Bobes, M. (1998). La semiología [Semiology]. Editorial Síntesis. (Original work published 1989). Camargo, R. (2022). A systemic view on emotion and reflection in language teacher education research. Revista Brasileira de Linguística Aplicada, (22), 270-299. https://www.scielo.br/j/rbla/a/bMkwMpgj897Yh8hQfKsgjQN/ Calderón, D. (2018). Didáctica de lenguaje y comunicación: campo de investigación y formación de profesores [Language didactics and communication: field of research and teachers’ development]. Praxis & Saber, 9 (21), 151-178. https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/7174/7411 Calhoun, C & Solomon, R. (1984). What is an emotion? Oxford University Press.81 https://dokumen.pub/what-is-an-emotion-classic-readings-in-philosophical-psychology0195033043-9780195033045.html Cárdenas, A. (2004). Lengua, pedagogía y lenguaje [Languages, pedagogy, and language]. Folios (20), 61-75. https://revistas.pedagogica.edu.co/index.php/RF/article/view/5957/4937 Cárdenas, A. (2016). Elementos para una pedagogía del lenguaje [Elements for a pedagogy of language]. Universidad Pedagógica Nacional. https://www.researchgate.net/publication/323674126_Elementos_para_una_pedagogia_de l_lenguaje Cárdenas, A. (2011). Piaget: lenguaje, conocimiento y educación [Piaget: language, knowledge, and education]. Revista Colombiana de Educación, 60(1), p, 71-91. http://www.redalyc.org/articulo.oa?id=413635253005 Cardona, D. (2019). Pedagogy of language in Colombia: Language and training in the Colombian school, a state of the art. Horizontes Pedagógicos, 21(2), 1-12. https://horizontespedagogicos.ibero.edu.co/article/view/hop.21202/1473 Charaudeau, P. (1995). Un análisis semiolingüístico del discurso [a semiolinguistic analysis of discourse]. Revista Polifonía, (5), 9-28. https://www.scribd.com/document/410607785/Un-Analisis-Semiolinguistico-DelDiscurso-Charaudeau-Patrick-Autor Charmaz, K. (2016). Constructing grounded theory: a practical guide through qualitative analysis. SAGE Publications. http://www.sxf.uevora.pt/wpcontent/uploads/2013/03/Charmaz_2006.pdf Cresswell, J. (2007). Qualitative inquiry and research design: choosing among five approaches. SAGE publications. https://revistapsicologia.org/public/formato/cuali2.pdf Domínguez, C & Agelvis, V. (2003). Lingüística: una introducción generalísima. Universidad de Los Andes. http://www.human.ula.ve/linguisticahispanica/documentos/Dominguez_Agelvis.pdf Echeverría, R. (2021). Ontología del lenguaje [Ontology of language]. Granica. (Original work published 1994). Florez, J. (2021). The United Nations’ sustainable development goals: approaching EFL through the affective domain. [Undergraduate dissertation, Universidad Pedagógica Nacional]. http://repositorio.pedagogica.edu.co/bitstream/handle/20.500.12209/13413/The%20Unite d%20Nations%20Sustainable%20Development%20Goals.pdf?sequence=1&isAllowed=y Gil, M. (2014). La teoría de las emociones de Martha Nussbaum: el papel de las emociones en la vida pública. [Doctoral dissertation, Universidad de Valencia]. https://core.ac.uk/download/pdf/71032359.pdf Miles, M & Huberman, A. (1994). An expanded sourcebook: qualitative data analysis. SAGE Publications. https://vivauniversity.files.wordpress.com/2013/11/milesandhuberman1994.pdf Moors, A. (2010). Theories of emotion causation: A review in: Cognition and Emotion (pp. 1-37). Psychology Press. https://www.uv.mx/rmipe/files/2017/12/cognition_and_emotion.pdf Nussbaum, M. (2001). Upheavals of thought. Cambridge University Press. Nussbaum, M. (2004). Hiding from Humanity: Disgust, Shame, and the Law. Princeton University Press. https://www.academia.edu/34638450/Martha_C_Nussbaum_Hiding_from_Humanity_20 06_A_ Ortiz, M. (2021). La significación de las emociones y sentimientos como motor de la escritura. [Undergraduate dissertation, Universidad Pedagógica Nacional]. http://repositorio.pedagogica.edu.co/bitstream/handle/20.500.12209/13407/la%20significa ci%c3%b3n%20de%20las%20emociones.pdf?sequence=1&isAllowed=y Páez, M. (2010). Oteando en perspectiva de holos: una aproximación epistemológica, semiológica y pedagógica a fenómenos comunicacionales y mediáticos en el estudio del lenguaje. Universidad Distrital. http://lsocial.udistrital.edu.co:8080/documents/37512/40685/15.+Meyra+Paez.pdf Pereira, S. (2019). Emotions, Intentionality, and Practical Rationality The Contrast between the Theories of Emotions of William James and Antonio Damasio. Ideas y Valores, 68 (170), 13-36. https://repository.urosario.edu.co/server/api/core/bitstreams/8f2f7ad1-619e-469c97fc-2fc11862055a/content Siegel, E. H., Sands, M. K., Van den Noortgate, W., Condon, P., Chang, Y., Dy, J., Quigley, K. S., & Barrett, L. F. (2018). Emotion fingerprints or emotion populations? A meta-analytic investigation of autonomic features of emotion categories. Psychological Bulletin, 144(4), 343–393 The John Adams Institute (Director). (2017). Martha Nussbaum on Upheavals of Thought [film]. The John Adams Institute. https://www.youtube.com/watch?v=sH_onsTfYsQ&t=3901s&ab_channel=TheJohnAdam sInstitute
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spelling	Mellizo Guaqueta, NelsonNúñez Peña, Michael StevenColombia2024-12-13T14:15:17Z2024-12-13T14:15:17Z2024http://hdl.handle.net/20.500.12209/20462instname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/The comprehension that Colombian pedagogy of language has of emotions sports a classical view of emotions where they are understood as bodily universal reactions, non-cognitive elements, brutal forces devoid of reason or animal parts inherited from the development of the human species. Hence, this monography seeks to analyze the extent to which the theory of constructed emotion and the cognitive-evaluative theory of emotion contribute to a comprehensive reflection on emotions within pedagogy of language. To reach this goal, a qualitative approach and the method of constructive grounded theory is used. As a result, it is found that pedagogy of language needs to be understood as a pedagogy of sense where emotions are goal-based concepts, unities of symbolic and perceptual representations, that students use as indelible sources to construct sense, evaluate, and interact with the world.Submitted by Michael Núñez (msnunezp@upn.edu.co) on 2024-11-29T23:06:00Z No. of bitstreams: 2 Two theories of emotion.pdf: 1109071 bytes, checksum: 191419c7392665c09bb19e732302c41d (MD5) Licencia de uso de trabajo de grado.pdf: 749563 bytes, checksum: ee726e6e4ca5279bc113bb94cdb97946 (MD5)Rejected by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co), reason: Su envío ha sido rechazado, en tanto la fecha de la portada de su trabajo de grado indica el año 2023 y debe ser 2024. Adicional a ello la fecha de la meta data solo debe ir el año. Por favor, ajustar y volver a enviar. on 2024-11-30T14:47:03Z (GMT)Submitted by Michael Núñez (msnunezp@upn.edu.co) on 2024-11-30T18:18:41Z No. of bitstreams: 2 Two theories of emotion.pdf: 1108163 bytes, checksum: f7bef728ffc87f695454af1c23da6d34 (MD5) Licencia de uso de trabajo de grado.pdf: 749563 bytes, checksum: ee726e6e4ca5279bc113bb94cdb97946 (MD5)Rejected by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co), reason: Su envío ha sido rechazado, en tanto en la fecha de la metadata solo debe incluir el año. Por favor ajustar a la mayor brevedad y volver a enviar. on 2024-12-02T15:08:47Z (GMT)Submitted by Michael Núñez (msnunezp@upn.edu.co) on 2024-12-04T01:21:56Z No. of bitstreams: 2 Two theories of emotion.pdf: 1108163 bytes, checksum: f7bef728ffc87f695454af1c23da6d34 (MD5) Licencia de uso de trabajo de grado.pdf: 749563 bytes, checksum: ee726e6e4ca5279bc113bb94cdb97946 (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2024-12-04T02:51:22Z (GMT) No. of bitstreams: 2 Two theories of emotion.pdf: 1108163 bytes, checksum: f7bef728ffc87f695454af1c23da6d34 (MD5) Licencia de uso de trabajo de grado.pdf: 749563 bytes, checksum: ee726e6e4ca5279bc113bb94cdb97946 (MD5)Approved for entry into archive by Luz Aida Quijano Celeita (laquijanoc@upn.edu.co) on 2024-12-13T14:15:17Z (GMT) No. of bitstreams: 2 Two theories of emotion.pdf: 1108163 bytes, checksum: f7bef728ffc87f695454af1c23da6d34 (MD5) Licencia de uso de trabajo de grado.pdf: 749563 bytes, checksum: ee726e6e4ca5279bc113bb94cdb97946 (MD5)Made available in DSpace on 2024-12-13T14:15:17Z (GMT). No. of bitstreams: 2 Two theories of emotion.pdf: 1108163 bytes, checksum: f7bef728ffc87f695454af1c23da6d34 (MD5) Licencia de uso de trabajo de grado.pdf: 749563 bytes, checksum: ee726e6e4ca5279bc113bb94cdb97946 (MD5) Previous issue date: 2024Licenciado en Español e InglésPregradoLa comprensión que la pedagogía del lenguaje colombiana tiene de las emociones demuestra una visión clásica de las emociones donde ellas son entendidas como reacciones corporales universales, elementos no-cognitivos, fuerzas brutas desprovistas de razón o partes animales heredadas del desarrollo de la especie humana. Por consiguiente, se busca analizar hasta qué punto la teoría de la emoción construida y la teoría cognitivo-evaluativa de la emoción contribuye a una reflexión comprensiva de las emociones en la pedagogía del lenguaje. Para alcanzar este objetivo se utiliza un enfoque cualitativo y el método de teoría fundamentada constructiva. Como resultado se encuentra que la pedagogía del lenguaje debe ser entendida como una pedagogía del sentido donde las emociones son conceptos basados en objetivos, unidades de representación simbólica y perceptiva que son fuentes ineludibles que los estudiantes usan para construir sentido, evaluar e interactuar con el mundo.Inglésapplication/pdfengUniversidad Pedagógica NacionalLicenciatura en Español e InglésFacultad de Humanidadeshttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial-NoDerivatives 4.0 InternationalConstrucción del sentidoPedagogia del lenguajeTeoría cognitivo - Evaluativa de la emociónTeoría de la emoción construidaConstruction of sensePedagogy of languageCognitive evaluative theory of emotionsConstructed theory of emotionsTwo theories of emotion for a comprehensive reflection in pedagogy of language.Tesis/Trabajo de grado - Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisAlcaraz, I., Puig, M., Lafon, I. (2009). Características generales de la metodología cualitativa [General characteristics of qualitative methodology]. In Alzina, R (Eds.), Metodología de la investigación educativa (275-292). La Muralla. https://www.academia.edu/38170554/METODOLOG%C3%8DA_DE_LA_INVESTIGA CI%C3%93N_EDUCATIVA_RAFAEL_BISQUERRA_pdfBarrett, L.F. (2017). How emotions are made: The secret life of the brain. Houghton Mifflin Harcourt.Barthes, R. (1967). Elements of semiology. Hill and Wang. (Original work published 1964)Belli, S. (2010). The construction of an emotion (love) and its relationship with language: a review and discussion of an important area of social sciences. Razón y Palabra, (71). https://www.redalyc.org/pdf/1995/199514914039.pdfBobes, M. (1998). La semiología [Semiology]. Editorial Síntesis. (Original work published 1989).Camargo, R. (2022). A systemic view on emotion and reflection in language teacher education research. Revista Brasileira de Linguística Aplicada, (22), 270-299. https://www.scielo.br/j/rbla/a/bMkwMpgj897Yh8hQfKsgjQN/Calderón, D. (2018). Didáctica de lenguaje y comunicación: campo de investigación y formación de profesores [Language didactics and communication: field of research and teachers’ development]. Praxis & Saber, 9 (21), 151-178. https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/7174/7411Calhoun, C & Solomon, R. (1984). What is an emotion? Oxford University Press.81 https://dokumen.pub/what-is-an-emotion-classic-readings-in-philosophical-psychology0195033043-9780195033045.htmlCárdenas, A. (2004). Lengua, pedagogía y lenguaje [Languages, pedagogy, and language]. Folios (20), 61-75. https://revistas.pedagogica.edu.co/index.php/RF/article/view/5957/4937Cárdenas, A. (2016). Elementos para una pedagogía del lenguaje [Elements for a pedagogy of language]. Universidad Pedagógica Nacional. https://www.researchgate.net/publication/323674126_Elementos_para_una_pedagogia_de l_lenguajeCárdenas, A. (2011). Piaget: lenguaje, conocimiento y educación [Piaget: language, knowledge, and education]. Revista Colombiana de Educación, 60(1), p, 71-91. http://www.redalyc.org/articulo.oa?id=413635253005Cardona, D. (2019). Pedagogy of language in Colombia: Language and training in the Colombian school, a state of the art. Horizontes Pedagógicos, 21(2), 1-12. https://horizontespedagogicos.ibero.edu.co/article/view/hop.21202/1473Charaudeau, P. (1995). Un análisis semiolingüístico del discurso [a semiolinguistic analysis of discourse]. Revista Polifonía, (5), 9-28. https://www.scribd.com/document/410607785/Un-Analisis-Semiolinguistico-DelDiscurso-Charaudeau-Patrick-AutorCharmaz, K. (2016). Constructing grounded theory: a practical guide through qualitative analysis. SAGE Publications. http://www.sxf.uevora.pt/wpcontent/uploads/2013/03/Charmaz_2006.pdfCresswell, J. (2007). Qualitative inquiry and research design: choosing among five approaches. SAGE publications. https://revistapsicologia.org/public/formato/cuali2.pdfDomínguez, C & Agelvis, V. (2003). Lingüística: una introducción generalísima. Universidad de Los Andes. http://www.human.ula.ve/linguisticahispanica/documentos/Dominguez_Agelvis.pdfEcheverría, R. (2021). Ontología del lenguaje [Ontology of language]. Granica. (Original work published 1994).Florez, J. (2021). The United Nations’ sustainable development goals: approaching EFL through the affective domain. [Undergraduate dissertation, Universidad Pedagógica Nacional]. http://repositorio.pedagogica.edu.co/bitstream/handle/20.500.12209/13413/The%20Unite d%20Nations%20Sustainable%20Development%20Goals.pdf?sequence=1&isAllowed=yGil, M. (2014). La teoría de las emociones de Martha Nussbaum: el papel de las emociones en la vida pública. [Doctoral dissertation, Universidad de Valencia]. https://core.ac.uk/download/pdf/71032359.pdfMiles, M & Huberman, A. (1994). An expanded sourcebook: qualitative data analysis. SAGE Publications. https://vivauniversity.files.wordpress.com/2013/11/milesandhuberman1994.pdfMoors, A. (2010). Theories of emotion causation: A review in: Cognition and Emotion (pp. 1-37). Psychology Press. https://www.uv.mx/rmipe/files/2017/12/cognition_and_emotion.pdfNussbaum, M. (2001). Upheavals of thought. Cambridge University Press.Nussbaum, M. (2004). Hiding from Humanity: Disgust, Shame, and the Law. Princeton University Press. https://www.academia.edu/34638450/Martha_C_Nussbaum_Hiding_from_Humanity_20 06_A_Ortiz, M. (2021). La significación de las emociones y sentimientos como motor de la escritura. [Undergraduate dissertation, Universidad Pedagógica Nacional]. http://repositorio.pedagogica.edu.co/bitstream/handle/20.500.12209/13407/la%20significa ci%c3%b3n%20de%20las%20emociones.pdf?sequence=1&isAllowed=yPáez, M. (2010). Oteando en perspectiva de holos: una aproximación epistemológica, semiológica y pedagógica a fenómenos comunicacionales y mediáticos en el estudio del lenguaje. Universidad Distrital. http://lsocial.udistrital.edu.co:8080/documents/37512/40685/15.+Meyra+Paez.pdfPereira, S. (2019). Emotions, Intentionality, and Practical Rationality The Contrast between the Theories of Emotions of William James and Antonio Damasio. Ideas y Valores, 68 (170), 13-36. https://repository.urosario.edu.co/server/api/core/bitstreams/8f2f7ad1-619e-469c97fc-2fc11862055a/contentSiegel, E. H., Sands, M. K., Van den Noortgate, W., Condon, P., Chang, Y., Dy, J., Quigley, K. S., & Barrett, L. F. (2018). Emotion fingerprints or emotion populations? A meta-analytic investigation of autonomic features of emotion categories. Psychological Bulletin, 144(4), 343–393The John Adams Institute (Director). (2017). Martha Nussbaum on Upheavals of Thought [film]. The John Adams Institute. https://www.youtube.com/watch?v=sH_onsTfYsQ&t=3901s&ab_channel=TheJohnAdam sInstituteTHUMBNAILTwo theories of emotion.pdf.jpgTwo theories of emotion.pdf.jpgIM Thumbnailimage/jpeg3138http://repository.pedagogica.edu.co/bitstream/20.500.12209/20462/8/Two%20theories%20of%20emotion.pdf.jpgd7e10feeae2d251dcecaa6f6ad23abb9MD58LICENSElicense.txtlicense.txttext/plain; charset=utf-81748http://repository.pedagogica.edu.co/bitstream/20.500.12209/20462/6/license.txt8a4605be74aa9ea9d79846c1fba20a33MD56202403250213093- 29 NOV 24 MICHAEL NUÑEZ.pdf202403250213093- 29 NOV 24 MICHAEL NUÑEZ.pdfLicencia aprobadaapplication/pdf749563http://repository.pedagogica.edu.co/bitstream/20.500.12209/20462/7/202403250213093-%2029%20NOV%2024%20MICHAEL%20NU%c3%91EZ.pdfee726e6e4ca5279bc113bb94cdb97946MD57ORIGINALTwo theories of emotion.pdfTwo theories of emotion.pdfapplication/pdf1108163http://repository.pedagogica.edu.co/bitstream/20.500.12209/20462/4/Two%20theories%20of%20emotion.pdff7bef728ffc87f695454af1c23da6d34MD5420.500.12209/20462oai:repository.pedagogica.edu.co:20.500.12209/204622025-02-17 23:00:18.119Repositorio Institucional Universidad Pedagógica Nacionalrepositorio@pedagogica.edu.coTk9URTogUExBQ0UgWU9VUiBPV04gTElDRU5TRSBIRVJFClRoaXMgc2FtcGxlIGxpY2Vuc2UgaXMgcHJvdmlkZWQgZm9yIGluZm9ybWF0aW9uYWwgcHVycG9zZXMgb25seS4KCk5PTi1FWENMVVNJVkUgRElTVFJJQlVUSU9OIExJQ0VOU0UKCkJ5IHNpZ25pbmcgYW5kIHN1Ym1pdHRpbmcgdGhpcyBsaWNlbnNlLCB5b3UgKHRoZSBhdXRob3Iocykgb3IgY29weXJpZ2h0Cm93bmVyKSBncmFudHMgdG8gRFNwYWNlIFVuaXZlcnNpdHkgKERTVSkgdGhlIG5vbi1leGNsdXNpdmUgcmlnaHQgdG8gcmVwcm9kdWNlLAp0cmFuc2xhdGUgKGFzIGRlZmluZWQgYmVsb3cpLCBhbmQvb3IgZGlzdHJpYnV0ZSB5b3VyIHN1Ym1pc3Npb24gKGluY2x1ZGluZwp0aGUgYWJzdHJhY3QpIHdvcmxkd2lkZSBpbiBwcmludCBhbmQgZWxlY3Ryb25pYyBmb3JtYXQgYW5kIGluIGFueSBtZWRpdW0sCmluY2x1ZGluZyBidXQgbm90IGxpbWl0ZWQgdG8gYXVkaW8gb3IgdmlkZW8uCgpZb3UgYWdyZWUgdGhhdCBEU1UgbWF5LCB3aXRob3V0IGNoYW5naW5nIHRoZSBjb250ZW50LCB0cmFuc2xhdGUgdGhlCnN1Ym1pc3Npb24gdG8gYW55IG1lZGl1bSBvciBmb3JtYXQgZm9yIHRoZSBwdXJwb3NlIG9mIHByZXNlcnZhdGlvbi4KCllvdSBhbHNvIGFncmVlIHRoYXQgRFNVIG1heSBrZWVwIG1vcmUgdGhhbiBvbmUgY29weSBvZiB0aGlzIHN1Ym1pc3Npb24gZm9yCnB1cnBvc2VzIG9mIHNlY3VyaXR5LCBiYWNrLXVwIGFuZCBwcmVzZXJ2YXRpb24uCgpZb3UgcmVwcmVzZW50IHRoYXQgdGhlIHN1Ym1pc3Npb24gaXMgeW91ciBvcmlnaW5hbCB3b3JrLCBhbmQgdGhhdCB5b3UgaGF2ZQp0aGUgcmlnaHQgdG8gZ3JhbnQgdGhlIHJpZ2h0cyBjb250YWluZWQgaW4gdGhpcyBsaWNlbnNlLiBZb3UgYWxzbyByZXByZXNlbnQKdGhhdCB5b3VyIHN1Ym1pc3Npb24gZG9lcyBub3QsIHRvIHRoZSBiZXN0IG9mIHlvdXIga25vd2xlZGdlLCBpbmZyaW5nZSB1cG9uCmFueW9uZSdzIGNvcHlyaWdodC4KCklmIHRoZSBzdWJtaXNzaW9uIGNvbnRhaW5zIG1hdGVyaWFsIGZvciB3aGljaCB5b3UgZG8gbm90IGhvbGQgY29weXJpZ2h0LAp5b3UgcmVwcmVzZW50IHRoYXQgeW91IGhhdmUgb2J0YWluZWQgdGhlIHVucmVzdHJpY3RlZCBwZXJtaXNzaW9uIG9mIHRoZQpjb3B5cmlnaHQgb3duZXIgdG8gZ3JhbnQgRFNVIHRoZSByaWdodHMgcmVxdWlyZWQgYnkgdGhpcyBsaWNlbnNlLCBhbmQgdGhhdApzdWNoIHRoaXJkLXBhcnR5IG93bmVkIG1hdGVyaWFsIGlzIGNsZWFybHkgaWRlbnRpZmllZCBhbmQgYWNrbm93bGVkZ2VkCndpdGhpbiB0aGUgdGV4dCBvciBjb250ZW50IG9mIHRoZSBzdWJtaXNzaW9uLgoKSUYgVEhFIFNVQk1JU1NJT04gSVMgQkFTRUQgVVBPTiBXT1JLIFRIQVQgSEFTIEJFRU4gU1BPTlNPUkVEIE9SIFNVUFBPUlRFRApCWSBBTiBBR0VOQ1kgT1IgT1JHQU5JWkFUSU9OIE9USEVSIFRIQU4gRFNVLCBZT1UgUkVQUkVTRU5UIFRIQVQgWU9VIEhBVkUKRlVMRklMTEVEIEFOWSBSSUdIVCBPRiBSRVZJRVcgT1IgT1RIRVIgT0JMSUdBVElPTlMgUkVRVUlSRUQgQlkgU1VDSApDT05UUkFDVCBPUiBBR1JFRU1FTlQuCgpEU1Ugd2lsbCBjbGVhcmx5IGlkZW50aWZ5IHlvdXIgbmFtZShzKSBhcyB0aGUgYXV0aG9yKHMpIG9yIG93bmVyKHMpIG9mIHRoZQpzdWJtaXNzaW9uLCBhbmQgd2lsbCBub3QgbWFrZSBhbnkgYWx0ZXJhdGlvbiwgb3RoZXIgdGhhbiBhcyBhbGxvd2VkIGJ5IHRoaXMKbGljZW5zZSwgdG8geW91ciBzdWJtaXNzaW9uLgo=

Two theories of emotion for a comprehensive reflection in pedagogy of language.

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