8 Education, Emotion, Complexity

Pere Darder

Emeritus profesor
Department of Systematic and Social Pedagogy
Universitat Autònoma de Barcelona

Abstract. An interest in improving education, beginning from a strong question-

ing of what its object is and continuing with an exploration of the role of emotions
throughout life, guides a reflection on the complexity of education. Emotions en-
able the evaluation of oneself, of others and of reality. As the foundations of our
uniqueness, they drive us to action and regulate our adaptation to the environment
and are therefore presented as an anthropological feature. Integrating emotions
with thought and action guarantees the unity of the individual. Therefore, ignoring
the education of emotions (emotional intelligence) tends to reduce the complexity
of the subject, of the human collective and of education. Together, these factors
have an influence on all dimensions of education, including integrated education,
learning and knowledge, participation, and governance in education. The com-
plexity of education requires a thorough and progressive training and the optimis-
tic and affectionate collaboration of all involved parties.

1 Introduction
The title of this paper conveys a sense of personal passage through the world of
research into the quality of education, moving through the discovery of the role of
emotions in life to the incontrovertible complexity of education and complexity
theory.
Two positions have no doubt influenced the direction of this pathway. Current-
ly, educational change, rather than focusing on substituting certain views and
strategies for others (the traditional schooling/active schooling divide of the last
century), takes the form of an accumulation of elements that should be considered
both separate and also related, given that they have an influence on the educational
process of the subject.
It is worth highlighting that parallel to this undeniable fact, the rigorous ques-
tioning of what the object of the education system should be, from the perspective
of the various authorities involved, results in an inability to address adequately the
complexity by which it is increasingly characterized.
The contributions of complexity theory shed light on many of the issues that are
the subject of ongoing debate and that give rise to the defence of simplistic, indi-
vidual perspectives presented as mutually exclusive, thus preventing a profound
re-examination of the issues.
96 P. Darder

Rather than reconciling complexities, this polarization accentuates divergences

and encourages the search for those considered responsible for the difficulties en-
countered in trying to reach satisfactory solutions.
In order to explain the impact of the function of emotions and how they relate
to complexity, we will refer briefly to the theory of complexity and then enter the
debate around the change of focus regarding the recognition of emotions.

2 References to the Theory of Complexity

As Dr. Àngels Massip stablishes in her chapter, and according to the reflections of
three main authors (Maturana, biologist 2003; Prigogine, Nobel Prize winner in
Chemistry 1983; Morin, philosopher 2001):
1. Cognition has strong links to brain-body, since cognition emerges from per-
ception, emotion and action. Hence the importance of metacognition (to know
knowledge).
2. Life is a process of autopoiesis. Living beings and their brains construct them-
selves.
3. Dialogic, complex thought is required to advance our understanding of com-
plexity, and to explain multidimensionality, interdependence and paradox.
4. The sum of the parts is not the whole. The connections that exist between var-
ious units build new dimensions.
5. Ecology acts as both a global framework and as a limiting factor, connecting
subjects to the planet. Humans are systems organized into social systems.

3 The Emotions, Here and Now

The discovery of the Theory of Multiple Intelligences (Gardner, H. 1983, 1995,
2001) and discoveries made in the neurosciences (LeDoux 1999, Damasio A.
1996, 2005) document the change of focus with regard to emotions.
To raise awareness of their contributions, some of their noteworthy statements
are presented below:

∗ The active and abiding presence of emotions in all human activities.

∗ Faced with the exclusive predominance of reason, the influence of emotions in
the process of the life cycle is affirmed. From love, to learning and growth.
∗ The cerebral reason-emotion-action link.
∗ There is an ongoing relationship between reason, emotion and action, through
neural connections. This is called brain plasticity, thus making sense of life-
long learning.
∗ There is also a strong link between emotions and the body. In fact, we do not
have a body, but rather are a body. Hence the importance of biology in our
lives. This ranges from the struggle for survival to the role of emotions in
health.
8 Education, Emotion, Complexity 97

∗ There is an ongoing exchange between the interior (the self) and the exterior
(other people, the world, the universe). The notion of learning system is thus
confirmed as the foundation of development and learning dynamics.
∗ From the previous statement emerges the interdependence between “self, the
other, other people”, as the condition for becoming human. Human contact
places us in our condition. There are historical situations that provide evidence
of this fact, ranging from survival and adaptation to inferior forms of life.
As a result of the previous contributions it is necessary to explore different aspects
that affect the educative process, incorporate new dimensions and rethink other,
more or less common ideas, which distract us from the desired objective.
Currently we can say that the unity of the person is a product of the integration
of thought, emotion and action.
Dispensing with the emotions is a simplification that mutilates the complexity
of reality.
In fact it distorts the subject and reality, given that emotions are presented as an
anthropological feature that forms an aspect of humanity.
Dispensing with emotional education is a simplification that isolates us from
the individual and social experiences and the life adventure of the subject. It tends
to reduce the complexity of the subject—all subjects—of the human collective,
and of education. It also reduces the notion of system.
It is essential to take emotions into account and train people in their use, as is
the case with other intelligences. This is essential for personal and social devel-
opment, ethics and solidarity, learning and knowledge.

4 The Characterization of Emotions

In order to emphasize the role of emotions and the need for training in their use, a
profound exploration is needed of those dimensions contributed by the latest
research.
Emotions encourage self-evaluation, the evaluation of others and of reality;
they represent an initial position that influences subsequent reflection from the
cognitive dimensions, with which they are integrated, mutually influencing each
other. In this way it should be acknowledged that they constitute the basis of the
unique nature of each one of us. Diversity, not always well understood in educa-
tion, has its origins in the integration of the three elements that make up the unity
of the person, and undergoes changes throughout life.
Depending on the relationship between acceptance and rejection that drives our
emotional state, the emotions regulate adaptation to the environment and drive us
to act from desire. It is this determination to be interested, to do, or to do without,
that guides life activity.
Beyond primary emotional choices, which may be positive or negative, we are
able to train our emotions in a way that permits us to direct our own lives and es-
tablish positive relationships with others and with reality. This is what is meant by
Emotional Intelligence.
98 P. Darder

4.1 Emotional Education

Two types of abilities exist in the field of emotional intelligence. These are briefly
outlined below.
Intrapersonal or self-referential. These are the abilities that, as previously stated,
permit us to direct our own lives. They comprise experience, awareness, know-
ledge, management and regulation of emotions, and they are the basis of self-
esteem (feelings of worth, feelings of capability) always in reference to the other.
Interpersonal skills are the abilities to relate to others. They permit us to build
relationships with others, to live and work together. They centre on empathy, an
awareness of others that brings us closer to the other in their condition of self as I
am a self, as human and as dignified as me.
It is in these capabilities that one can distinguish those related to coexistence
(e.g., listening, dialogue, openness, confidence, assertiveness) pointing directly to
exchange, and those referring to collaboration and working together (e.g., activi-
ties and group direction, decision making, conflict resolution).
We emphasize that there is an interdependence between the self and the other (a
human being of worth and dignity like me) and between self-esteem and empathy;
consequently, both are involved in personal maturity. This brings efficiency and
satisfaction, it is related to the need to love and be loved, as a basic human need
and source of happiness.

4.2 School Education

In schools, education is organized institutionally in parallel with the acquisition of
knowledge adding complexity to what has been outlined above. It occurs in a
global context that ranges from the relationship with the student and the direction
of the group, exchange with other professionals in the school, parents, community
education and the region, through professional and administrative regulations, to
the curriculum, the educational plan, teaching and teaching materials, assessments
and so on.
In this matrix, the interchange with others, together with the realities that define
the environment, plays a fundamental role in this structure, which as previously
mentioned is complex and diverse. The communication established basically de-
pends on the emotional training of interpersonal skills as much as of intrapersonal
skills.
A broad view of this situation leads us to see education as a complex task.
Complexity theory warns against simplification, as a systemic relationship exists
between all of its elements, demanding the necessary integration of opposites
(e.g., the teacher's authority and the student’s freedom) through dialogic thinking
and preferential attention to those subjects with a role to play in reconciling the
structure.
Managing complexity demands that the teacher exercises emotional compe-
tence in carrying out their educational task, and especially that they involve the
students in this effort. Dr. Estalella, director of the ‘Institut-Escola’ (a secondary
8 Education, Emotion, Complexity 99

school in Barcelona) from 1932 to 1939), responded to the question about the suc-
cess of education, saying that it lies in the enthusiasm of the teacher.
Emotional competence is also essential for effective teamwork. Fundamental to
tackling complexity within the framework of the school is emotional maturity,
emotional and behavioural self-control, the ability to recognize complexity, the
parts and their sum, the notion of system, and an optimistic attitude to life.

4.3 The Emotional Competence of the Teacher

It should not be forgotten that emotional competence is a dynamic concept that is
the product of how we tackle the situations and conflicts presented to us. This is
what is meant by lifelong learning.
What follows is a list of dimensions that teachers need to address to be emo-
tionally competent:
∗ To integrate thought, emotion, action in all the dimensions of their lives.
∗ To use emotions as a source of self-awareness and an impetus towards per-
sonal growth.
∗ To direct the emotions to have an impact on self-improvement, and that of
others and the environment.
∗ To acquire new emotional habits. Un-train ourselves, review inherited emo-
tions, awaken dormant or forgotten emotions.
∗ To adopt calm, presence, sensitivity, fairness, affection, as features of an emo-
tional style that makes us unique.

5 Rethinking Education
The collection of facts and reflections on complexity theory and the role of the
emotions drives us to un-train ourselves (Bach, E., Darder P. 2004) and to rethink
education.
We must move beyond the accumulation of partial truths unconnected to life or
to its subjects, to manage uncertainty and prompt in-depth development.
This affects all dimensions of education.
We turn to the dimensions of particular interest to me. They cover a variety of
aspects (integrated education, learning and knowledge, participation and gover-
nance in education) that give rise to new courses of action.

5.1 Integrated Education

This is considered to be the fundamental goal of education.
It is realized in the development of all the aspects of the person: physical-
bodily, intellectual, emotional, emotional-affective, ethical, social. Taking into ac-
count all that is said in this article, we might add aspects ranging from biology to
ethics, and even from cell to cosmos. It is possible to say that this matter has be-
come a legislative priority. Yet it is not sufficiently present in current legislation.
100 P. Darder

Historically, preschool was the place for emotions. Compulsory education

represented the progressive acquisition of knowledge of the life sciences. The
educated person is someone who knows many things. Similarly, proposals for in-
tegrated training have been channelled through cognitive routes, lacking an emo-
tional dimension, treating it as knowledge and not experience.
We consider the impact of the inclusion of attitudes, values and standards in the
curriculum. The presence of these behavioural elements was limited to intellectual
knowledge and they were not integrated into students’ personal development. This
also occurs within the basic competencies (which require social responsibility and
a personal bond towards the acquired competencies), at a time in which Pedagogy
increasingly affirms that education has an emotional dimension and that an emo-
tional connection between teacher and student is necessary (Hargreaves, A. 1998).

5.2 Learning and Knowledge

Learning should be conceived as the construction of knowledge in the meeting
place between the uniqueness—of the individual and the group—and the contribu-
tions and questions of science, and not merely as the acquisition of accepted
scientific knowledge. Life is a construction, but science is presented as universal
knowledge, complete, absolute.
This relates to Paulo Freire’s quote, "No one educates anyone. All of us learn
from each other, mediated by the world we live in”.
Science generalizes; it ignores aspects arising from the scientific field itself.
Different scientific fields are compartmentalized, failing to show the relationships
that exist between them, failing to bring us closer to the complexity of life and of
the subject.
The structure of the curriculum oscillates between subjects and areas and sepa-
rates or fails to build bridges between sciences and humanities.
The subject of the learning develops their own life process (reason, emotion,
action) in interaction with the other and with reality. The domination of learning
by one of its elements, in this case the rational, is a limitation that, apart from not
meeting the needs of the subject, distorts reality and contributes to promoting dis-
interest (in this case, to study or not to study).
Experiences lead to knowledge, resulting in learning engraving itself on life it-
self, "made up of genes and culture." The emotional dimension is an essential part
of experience.
This is what K. Egan (1997) highlights in demanding the introduction of narra-
tive in education, "... [T]he narrative must return human emotions to the curricu-
lum, as only they bring meaning and understanding".

5.3 Participation and Governance in Education

As education plays a great role in the future of societies, the idea of the complexi-
ty of education also advances due to the overlap and interdependence between the
different agencies involved and influencing the process. This influence goes
8 Education, Emotion, Complexity 101

beyond the strict confines of the educational community, extending to the various
institutions and stakeholders.
We recall the recent manifesto of the ESADE Forum, an event held by ESADE,
an internationally renowned business school in Barcelona, which called for the
participation of social institutions in the governance of education. Participation is
two-fold: improving the quality of education and encouraging the personal growth
of participants. Participation means engaging with the group, achieving the maxi-
mum possible consensus among the "parts" so that "everyone wins."
If we refer to the region where it is carried out, participation leads us to man-
agement in the sense that it provides us with the concept of governance. It is man-
agement and local government based in the region, from a global educational plan
that guarantees the basic elements and counts on the responsibility of the partici-
pants. A change of this magnitude accentuates complexity and uncertainty (Sub-
irats, J. 2008).

6 A Brief Final Consideration

In short, we want to emphasize the need to exercise a strong influence on the ini-
tial and continuing training of teachers and also to promote cooperation within the
education community in order to overcome the constant criticism and discontent
among stakeholders that impedes the acceptance of a new approach in order to
overcome new challenges.
The complexity of education requires thorough and progressive training and the
optimistic, affectionate collaboration of everyone involved.

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