Emotion as a pedagogical category: towards a justification of the emotional-value approach

The category of emotion occupies a central place in contemporary pedagogical discourse, yet within pedagogy it is borrowed from psychology and psychotherapy without specifically pedagogical reworking. The normative framework of education (Federal Law on Education, Professional Standard of the Teacher, Federal State Educational Standards) assigns work with the learner's emotional sphere to the teacher's labour functions, while pedagogy lacks its own categorial apparatus for such work. The methodological status of the category of emotion within pedagogy in distinction from its psychological understanding, and the outline of the author's emotional-value approach. The object is emotion in its connection with the pedagogical position of the adult and with teacher training; the subject is the grounds requiring the transfer of the category of emotion from the descriptive-psychological field to the properly pedagogical one. Work draws on the classical Russian pedagogical tradition (K. D. Ushinsky, A. S. Makarenko, V. A. Slastenin) and international tradition of pedagogical content knowledge (L. Shulman). Source base: theories of emotions (L. F. Barrett, A. Damasio) and psychology of will (V. Job). Methods: conceptual analysis, typological comparison, methodological reconstruction. Novelty of the study, conclusions. Psychology describes emotion as reaction or construction, while pedagogy forms it as behavior that conveys human meanings and values. The author's premise is introduced: emotion is primarily behavior that has an author, a meaning, and a value, rather than a reaction. Three pedagogical principles of the emotional-value approach are derived: authorship (the learner is the Author of his emotions, not the Victim of circumstances), value-meaningfulness, and preservation of the pedagogical position. The strategic aim of teacher training is the formation of the educational-value position as a stable professional attitude.

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