Abstract

Abstract:

This essay is an exploration into the ways in which literature can function as a resource for emotional learning. After rejecting the identification model of emotional education, an alternative model, employing the notion of criterial prefocusing, is introduced. I then go on to explain how this approach to emotional education can not only account for the reinforcement of existing emotional tendencies but can also change social sentiment.

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Additional Information

ISSN
1086-329X
Print ISSN
0190-0013
Pages
pp. 1-18
Launched on MUSE
2020-05-05
Open Access
No
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