Techno Emotive Pedagogy: A Strategic Enabler for Catalyzing Sustainable Learning and Living in the Post-Pandemic Educational Landscape

Soorya P. Narayanan, M. A. Musthafa
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Abstract

In this era of digitalization, the imbibition of technology in all walks of life is immensely felt. In a fast-pacing world, a desirable demand for an easy life makes it necessary for the burgeoning of technological prospects. Moreover, technology would have acclimatized the education sector one day or the other, like Scandinavian countries, for sure: but this anticipation was met rapidly during the pandemic period. As a consequence, most educationists felt the necessity for an alternative to leverage the learning loss across the globe. Technology performed the role of a Godmother to forge our country as ‘Vishwa Guru’ and save pedagogical principles from the clutches of the devastating pandemic. Educational resources began flooding from various technological tools like water flowing from the reservoir while lifting the shutters of a dam. A serious concern that knocks this scenario is ‘will this amalgamation of technology and education remain harmonious, or this synchronization will be able to resolve all the ethical or ontological questions of Homo sapiens in the post-pandemic period’? At this juncture, there is the relevance of a shift from techno-pedagogy to techno-emotive pedagogy. Techno-emotive pedagogy is potentially sound to function as a sustainable approach in the field of education by embracing life skills to adapt to the fast-changing modern society. Undoubtedly, technology would be enthroned as the ultimate dependent variable of education, but without neglecting the emotional canvas. It relies on the strong footing that humans are essentially more emotional than intellectual. A single-track system of techno dependence neglecting the organismic emotional contour of individual and social tenets of humans will result in chaos. This paper intends to present techno-emotive pedagogy as a pedagogical experimentation and innovation in the teaching and learning process by utilizing an exploratory approach to the various emotional handicap that intruded on the learning and living system due to the single strategic path adopted during the covid period by analyzing the empirics from the education stakeholders. An attempt is also made to design and develop an instructional strategy that is synchronized with this paradigm. The findings showed that techno-emotive pedagogy plays as a strategic enabler in catalyzing sustainable learning and also the derivatives of this attempt are expected to contribute to a sustained strategic system for learning and living.
技术情感教学法:在大流行后的教育环境中促进可持续学习和生活的战略推动者
在这个数字化的时代,技术对各行各业的影响是巨大的。在一个快节奏的世界里,对舒适生活的渴望使得科技前景的蓬勃发展成为必要。此外,技术总有一天会使教育部门适应环境,就像斯堪的纳维亚国家一样,这是肯定的:但在大流行期间,这种预期很快得到了满足。因此,大多数教育学家认为有必要找到一种替代方法来利用全球范围内的学习损失。技术发挥了教母的作用,使我们的国家成为“毗瑟瓦大师”,并将教学原则从毁灭性流行病的魔爪中拯救出来。教育资源开始从各种技术工具中涌出来,就像打开水坝的百叶窗时从水库流出的水一样。一个严重的问题是,“技术和教育的融合是否能够保持和谐,或者这种同步是否能够解决大流行后时期智人的所有伦理或本体论问题”?在这个关键时刻,从技术-教育学到技术-情感教育学的转变是相关的。技术情感教学法可能是教育领域的一种可持续方法,它采用生活技能来适应快速变化的现代社会。毫无疑问,技术将被奉为教育的最终因变量,但也不能忽视情感画布。它依赖于一个强有力的基础,即人类本质上更感性,而不是智力。忽视个人的有机情感轮廓和人类的社会信条的技术依赖的单轨系统将导致混乱。本文旨在通过分析教育利益相关者的经验,对新冠肺炎期间因单一战略路径而侵入学习和生活系统的各种情感障碍采取探索性方法,将技术情感教学法作为教学过程中的教学实验和创新呈现出来。本文还尝试设计和开发一种与此范式同步的教学策略。研究结果表明,技术情感教学法在催化可持续学习方面发挥着战略推动者的作用,这种尝试的衍生品有望为学习和生活的可持续战略系统做出贡献。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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