Abstract
M.Ed.
This study focuses on the significant role that emotions play during adult learning. It is argued that emotions do play an important role during the teaching and learning process and as such should be given recognition. Until fairly recently emotions were not acknowledged during teaching and learning, but as a result of growing literature and research being conducted in the field of brain-based learning a new awareness has been
created regarding the crucial role that emotions play. This investigation moves from the contention that traditional behavioural practices are outdated and don't take into account the functioning of the brain. What this implies is that educators start teaching in ways that
accommodate the brain's natural way of processing information. It is accepted that the brain is made up of three separate sections or brains, namely the R-complex (a primitive brain), the limbic system (emotional brain), and the neocortex (cognitive brain). It is shown that for optimal learning to take place the brain needs to experience positive emotions at the limbic system so that high-order thinking can take place at the neocortex. Consequently adult educators should teach in ways that alleviate negative stress so that the brain does not have to suspend higher-order thinking skills in favour of more primitive behaviours needed for survival at the R-complex. The argument is put forth that by creating teaching experiences that have positive overtones, learning in adults can
be enhanced because the brain is better equipped to make the mental connections that are needed for optimal learning. The need for the creation of positive learning environments linked to the importance of the psycho-socio environment are further outlined as integral aspects that should be given preference during teaching. Therefore through the creation of positive learning and healthy psychosocio environments the tone is set for enhanced learning. The essay concludes with specific strategies that promote and encourage the incorporation of positive emotions during teaching. The strategies
under discussion include: motivation, thematic-based learning, reflection and dialogue. These strategies are further broken up into techniques that educators can use to engage the affect and ultimately enhance learning in adults.