The neurobiological evidence suggests that the aspects of cognition that humans recruit most heavily in schools, namely learning, attention, memory, decision-making, and social functioning, are both profoundly affected by and subsumed within the processes of emotion; we call these aspects emotional thought. Students can move forward with healthy emotions (e.g. confidence, exhilaration, bravery) and get “stuck” with less healthy emotions (e.g., shame, guilt, and regret). [Accessed 4-16. Immordino-Yang, MH and A. Damasio (2007). “We feel, therefore we learn: the relevance of affective and social neuroscience to education. Mind, Body, and Education.” 1, 3-10. http://dx.doi.org/10.1111/j.1751-228X.2007.00004.x] Accessed 7-16

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