The management in the places of knowledge within an emotional journey of awareness: from relation to the new scenarios of the educational reflection

Abstract

Emotions play a dominant role in the personal development of individuals and affect the cognitive, motivational, behavioral and social aspect (True, 2013), as a trigger of chain processes, consequences of external or internal stimuli, natural or arising from the environment, from education or lifestyle. The school should promote educational interventions aimed at recognizing emotions, allowing the awareness of feelings and the emotional balance, by developing relational competences. Thanks to sociometry it is possible discover relationships plots (Northway, 1959). For the recognition of emotions and motivation (Maslow, 2007) it is necessary to invest in listening, in personal identification and emotional drive, which allow people to attain self-realization
(Bandura, 2000), satisfaction of physiological needs and self-care. The transformative educational interventions should promote adaptive empathetic behaviors, focusing on the elimination of the selfish behavior and the development of solidaristic attitudes of confrontation and avoiding conflict (Margiotta, 2007).