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The property education approach is based on the general tenet “teach someone a way to learn,” which means “teach someone a way to study, understand, follow up, correct his mistake, and the way to apply what he has learned in his sensible life.” This idea is reflected in a Chinese proverb that reads, “Don’t give Maine a fish, but teach Maine how to catch it.” These two examples demonstrate the dialectical relationship between theoretical knowledge and its practical applications, or, to put it another way, the value of applications in conveying knowledge and consolidating it in the mind.

Being a part of today’s society means dealing with difficulties that require effective emotional control. People of all ages should be in control of their own emotions and be able to control them in a variety of contexts throughout their daily lives. Consequently, it’s critical to understand childhood emotions.

The theoretical and practical sections of this work are divided into 2 parts. It will be discussed how emotional education came to be, what it is, and the emotional competencies it includes in the theoretical section. Additionally, the prospects that music and dramatization can offer for emotional work are examined, as well as their presence in the data. An educational suggestion directed at students in the sixth grade of primary education is given in the sensible section.

Being a part of modern society requires taking on challenges that require effective emotional management. Every child, adolescent, adult, and senior citizen should be in control of their emotions and have them under control in a variety of contexts related to their standard of living. It’s crucial to understand your emotions from a young age because of this. The theoretical section and the practical section of this work are divided into 2 parts.

The information and methodology used in colleges and universities, which are connected to the methods of feat and organizing knowledge domain, are connected to practical application. The method of instruction and commitment to memory prevents the student from thinking freely, moving his mind, and sharpening it. At the same time, it weakens his ability to absorb information and renders him passively incapable of understanding, analyzing, criticizing, and facing emerging issues with insight.

a separation of the temperament into two categories: one authoritarian repressive and the other different helpless regressive. The division of temperament paralyzes the person’s powers and makes him angry, looking forward to possibilities for appropriate retaliation and retribution for the powerless self. It’s one of the reasons why intolerance, hostility, and antagonism toward others have become more prevalent.

War, according to Bertrand Russell, “begins in preschool.” When young children learn lessons through teaching, dominance, and oppression rather than through open-mindedness, criticism, competition, and talent, they develop anxiety, hostility, and conflict. They also respond to violence with violence.

Since childhood, aggression has been a part of human behavior. Although it has been refined and curbed by education and culture, it persists and manifests in the actions and attitudes of those who have experienced anger for a variety of reasons, including social, psychological, economic, political, and other reasons.

The disconnect between theory and application is quite apparent in the application. Once the child starts school, there is a significant gap between what he learns in school and what he studies in college. There is also a significant gap between what he learns in school and what he practices in his real life, including at home, on the job, and in public.

The truth is that the theoretical knowledge that a scholar, student, or university graduate gains from accumulating it in his mind may not be able to be applied when he enters into practical life in the street, home, workplace, factory, and other establishments, as he frequently is unaware of the proper conditions, conditions, and capabilities for his or her application, development, or possibly preservation and lack of dump it.

Because there is no room for compromise when one believes they are right and others are wrong, exclusion breeds intolerance, which breeds extremism, which breeds hostility. These teaching techniques do not aid the learner in comprehending or engaging with the material being studied, and since it is being forced upon him, he ultimately loses interest in it.

It is an approach based on obligation and obligation, or coercion and obedience, which hinders the student’s ability to think dialectically free from guardianship and transform the knowledge he is given into knowledge that is disconnected from reality and unrelated to what is happening everyday life. As a result, it hinders the growth of knowledge, experience, creativity, and the development of the scientific personality, which is unencumbered by the power of memorization and memorization.

Correct knowledge is enlightened information that awakens the intellect and releases it from external tutelage. The dualities of dominance and submission, rather than understanding, communication, and dialogue, and dedicated methods of social control, rather than employing freedom and independence in the development and accumulation of knowledge and culture, are still present in the patriarchal system, which still has an impact on education and the educational process.

Additionally, submitting to the patriarchal tendency that governs our existence is submitting to the subnormality-based mentality, which is a necessary element of full development, i.e., the existence of backwardness itself. One of the biggest issues with the Asian nation’s education methodology is the lack of independence in receiving information, activity, analysis, and active criticism. This is because there isn’t enough freedom, which limits thinking and causes it to become stagnant. Another issue is the lack of understanding of dialectical information in receiving information and not discussing and criticizing it, which results in a mental interruption that prevents one from associating interactive relationships with the information.

The method defect is also due to the lack of field studies and practical laboratory research that connects what is learned and what one practice in the standard of living, as is done, for example, in many schools in the United Kingdom of Great Britain and Northern Ireland where primary, middle, and lyceum students give field and practical research and typically simplified inquiry, each consistent with their tutorial level, giving them experience.

Along with the current, there is a significant disconnect between the teacher and the student, between the faculty member and the student, between the university and the community, as well as a lack of reliance on sources, references, and documents in the study and analysis. This results in a rapid and profound shift in the knowledge base of the feat and the failure to support it with scientific references that are connected to every stage of the study.

Examining, evaluating, and analyzing continue to follow a pattern that is influenced by whims, interests, and ideologies. The penalty is still associated with humiliation and oppression, which transforms the student into a “polite” bidder. Because he is dependent on worry, doubt, and suspicion, the biddable is typically passive and lacks opportunities for advancement and creative thinking, depriving him of the pleasure of participation, unorthodoxy, and dialogue. that impairs his temperament and limits his options and potential.



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