English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

Although the value of affective domain of education has been re-emphasised in recent years, this so-called 'therapeutic turn' has been criticised by several commentators on post-compulsory and adult learning. A key claim of these critics is that traditional goals of knowledge and understanding have been replaced with personal and social objectives concerned with enhancing and developing confidence and self-esteem in learners. After answering these criticisms, I suggest that there are some educationally justifiable goals underpinning what has been described as a  therapeutic turn.  Whilst accepting that 'self-esteem' and cognate concepts cannot provide a general end or universal aim of education, the therapeutic function - the affective domain of learning - is more valuable and significant than is generally acknowledged.  This claim is justified by an examination of the concept of 'mindfulness' which, it is argued, can be an immensely powerful and valuable notion which is integrally connected with the centrally transformative and developmental nature of learning and educational activity at all levels. The incorporation of mindfulness strategies within adult learning programmes may go some way towards re-connecting the  cognitive and affective dimensions of education

Second International Handbook of Lifelong Learning