e feelings of a particular sort . . . a subspecies of feeling, and while all emotions involve feelings, not all feelings are emotions" (p. 66). His most exact meaning of emotions differentiates them from feelings by definition: "emotions are feelings directed at a particular object or objects, and arising out of a particular way of looking at a situation" (p. 66).
An example of the above definition will be helpful. A person who may feel irritable has the feeling of irritability, an object-less sensation of irritation. If the object of such irritation is correctly found, say, for example, the real source of that person's irritation is a job promotion that went to someone else, then the emotion of envy has been discovered. The object of the person's envy is the loss of a job promotion to a co-worker. It should be apparent that being able to locate the object of one's emotions requires a degree of emotional maturity, and this maturity is what schools should be able to develop as part of the curriculum.
Barrow goes into detail regarding the differences between feelings and emotions (1981, p. 67). He demonstrates that, although schools might train feelings, they can never educate them; emotions, on the other hand, are highly educable. As Lawrence has said, emotions are taught. Teaching of the emotions in an effort to teach emotional maturity should be the goal of a curriculum concerned with the rounded individual. As Barrow (1981) cautions, "Emotional immaturity is a dangerous and debilitating limitation for both the individual himself and society as a wh
...