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Theories and Practice of Humor for Adult Instruction
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Author(s): Peter M. Jonas (Cardinal Stritch University, USA)
Copyright: 2019
Pages: 22
Source title:
Outcome-Based Strategies for Adult Learning
Source Author(s)/Editor(s): Janice E. Jones (Carroll University, USA), Mette L. Baran (Cardinal Stritch University, USA)and Preston B. Cosgrove (Cardinal Stritch University, USA)
DOI: 10.4018/978-1-5225-5712-8.ch006
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Abstract
This chapter is designed around the research questions: 1) What are the most plausible theories behind why we laugh, and 2) How can the theories help to enhance the learning environment. The author utilized a meta-synthesis for the research component, which is a scientific approach to selecting, appraising, and summarizing empirical qualitative studies on a specific topic and systematically analyzing the data to cross-check the evidence for repeating themes. In other words, “to steal from one is plagiarism, but to steal from many is research.” While there are a multiplicity of theories on why people laugh, this chapter only discusses the main concepts: relief theory, superiority theory, incongruity theory, entropy, and the benign violation theory. If you know why people laugh, you can use this information to transform your leadership, improve your teaching, and build relationships. Consequently, for a teacher of adult students, once you get people laughing, you can teach them anything. Laughing students become engaged students and learning students. (Drop the mic.)
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