Comparative analysis on affection as a motivator of teaching-learning process – Cases: Argentine, Colombia and Ecuador

Abstract

This article approaches the subject of affection by teachers within the classroom in Argentine, Colombia and Ecuador, from a bibliographic review. The purpose is to contribute in the conceptual definition of the problem, from a Latin American perspective. During the las decades, teachers and psychologists have expressed from their various postulates, the value of affection as a primary requirement in teaching – learning process, and the importance of keeping excellent personal relationships between teachers and students. These perspectives include some criterions that characterize the concept of affection such as motivation, interpersonal intelligence and sensibility in affection that should be taught from the cathedra, in such a manner that the students´ self concept may be encouraged, and overcome low self esteem attitudes, guilt, coercion and authoritarianism at the classroom.