Se l’umorismo è un mezzo per imparare meglio


Ero lì tutto impegnato a leggere per il mio corso sul blended learning, quando mi imbatto nella seguente affermazione:

Emotions are inseparably linked to task motivation and persistence, and, therefore, to critical inquiry. In our model, emotional expression is indicated by the ability and confidence to express feelings related to the educational experience. It has been noted that critical thinking is facilitated by the socio-emotional support of others (Brookfield, 1987). Two examples of emotional expression that bring people together in a community are the expression of humor and self-disclosure.
Humor, specifically, has been identified as a contributive factor to social presence and subsequently to learning. Gorham and Christophel (1990) note that humor is like an invitation to start a conversation; it aims at decreasing social distance, and it conveys goodwill. Eggins and Slade (1997) postulate a connection between humor and critical discourse, in that, “the construction of group cohesion frequently involves using conversational strategies such as humorous banter, teasing, and joking. These strategies allow differences between group members to be presented not as serious challenges to the consensus and similarity of the group” (p. 14).

Cioè praticamente io quando insegno applico il meglio della teoria della presenza sociale (social presence) senza nemmeno saperlo. Di più, io applico la Roman Theory of Social Presence, dal momento che uso sempre una tipica ironia romana, verso i miei studenti. Chi mi ama e chi non mi capisce proprio, devo dire…


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