As recounted in the previous chapter, the new student wellbeing pedagogy has evolved with the realization that learning is an interaction between individual endowments and the learning environment. In other words, the types of learning experiences provided and the social and emotional ambiences fostered impact directly upon student engagement and motivation in learning. This means that effective values education involves more than the transrliission of social mores but is contingent upon the dynamic interaction of the cognitive, affective and social dimensions in the teaching and learning environment, I that is, the cognition/affect/sociality nexus as described in the previous chapter. As indicated in that chapter, the importance of this nexus is given substance by recent findings of the neurosciences and, in particular, those of Antonio Damasio and colleagues (Damasio & Damasio, 2007; Immordino-Yang & Damasio, 2007). These findings have underscored the insight that effective learning is impelled by a dynamic synergy between the dimensions of the affective, the cognitive and the social, and is not dependent upon the cognitive alone. This chapter will further explore the recent findings of the neurosciences relevant to the cognition/affect/sociality nexus as it is central to the new student wellbeing pedagogy.
Teacher Education and Values Pedagogy: A Student Wellbeing Approach p. 15-31