Charles Dickens famously satirised the rationalism and mechanism of utilitarian educational ideas through the figure of Mr Gradgrind in Hard Times. Even in the nineteenth century there were very few people, in reality, who would have agreed that the education of children should be a matter of purely intellectual, rather than emotional, instruction. The surge of interest in emotional intelligence and emotional literacy since the 1990s has given this topic new currency but, on all sides of the debate, it is mistakenly assumed that the idea of educating the emotions is something new. The present article retrieves one part of the forgotten history of emotional education by examining nineteenth-century British discussions about the proper places of passion, feeling and emotion in the classroom, in the context of debates about utilitarianism, religion and the role of the state. The views of educationalists and philosophers, including Samuel Wilderspin and John Stuart Mill, are considered and compared with more recent policy debates about ‘Social and Emotional Aspects of Learning’. The article concludes by asking: Who are the Gradgrinds today?
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机译：Charles Dickens在艰难时期，Charles Dickens通过Radgrind先生的形象伪装了功利教育思想的理性和机制。即使在十九世纪，也有很少的人，实际上，谁会同意儿童的教育应该是纯粹的知识，而不是情绪化的教学。自20世纪90年代以来，自20世纪90年代以来的情绪智力和情感识字感兴趣的兴趣激增，但在辩论的各方面，误认为教育情绪的想法是新的。本文通过审查19世纪的英国讨论课堂上的适当的激情，感受和情感的讨论，在课堂上的辩论的情况下，检测到的情感教育历史的一部分，在关于功利主义，宗教和国家的作用的辩论的情况下。审议并将包括Samuel Wilderspin和John Stuart Mill在内的教育学家和哲学家的观点，并与关于“学习的社会和情感方面”的更新政策辩论相比。这篇文章通过询问：今天是谁是谁是毕业生？
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