A Case Study Illustrating the Importance of Educating the Whole Person by Using the Arts as a Supplementary Training Tool in Workplace Learning

摘要: From a humanistic, learner-centered view this practical case study involving Tetra Pak, world leading food processing and packaging solution company, explores the role of emotion in learning arts as supplementary training tool by describing interpreting their new employee orientation trainings based on facilitator's accounts. This will illustrate added value contribute well need to include whole person-concept workplace learning. does not suggest an exact design with specifications how kind should be conducted, but rather specific offer additional knowledge exemplifying emotional aesthetical elements can applied context. Keywords: Case Study, Emotion, Arts, Holistic Learning, Workplace, PakOver years I have come understand that there are many theories learner which fundamental assumptions about person, world, his/her relations. My belief is involves person individual never stops growing developing body, mind, emotions (Jarvis & Parker, 2007). Perceiving from seeing constant process becoming (Jarvis, 2009), notion my 20 teaching music both children adults, experiences performing artist. These practices also offered me possibility working various projects where employ for purpose people organizations. While was consultant at opportunity write report trainings, own accounts material. During period 6 facilitator, Rolf Viberg, had received high evaluation scores participants; evaluations focused immediate reactions (Kirkpatrick, 1967). interested what took place participants would respond so positively. Since processes complex extensive, chosen focus paper Viberg's aim train cognitive affective aspects (Eichman, 2000). Hence objective (George Bennett, 2005) describe interpret question inquiry is, using supplement traditional, rational teaching?Cognitive Affective AspectsAs we know active combining old information (Illeris, 2003) change 2007; Swann, 1999) connecting cognitive, emotional, social dimensions 2003). experiential holistic (Dewey, 1910/1997; Kolb, 1984; Schon, 1983) helps recognize learn more than consciously (Damasio, 2006; Gardenfors, 2005;) it acquired our everyday lives fostering interaction, experience, reflection (Bergstedt Herbert, 2011; Dewey, 1997; Lauder, Brown, Dillabough, Halsey, 2006). central outlook facilitator.However, want clarify thinking, often thought being opposite ends spectrum, has changed due contemporary neurological findings show parts brain constantly conversing LeDoux, 1996). Studies humans fundamentally beings (Immordino-Yang Damasio, 2007); body mind separate entities 2009); no such thing pure cognition (Fineman, 1997), deeply connected reason (Ashforth Humphrey, 1995). …