Reframing emotion in education through lenses of parrhesia and care of the self (original) (raw)

Challenges and Possibilities in a Postmodern Culture of Emotions in Education

Interchange, 2006

There is an increasing interest in the role of emotions in education. The concept of "emotional intelligence" is an example. There are various discourses being developed in education about the importance of emotions. One such emerging discourse builds on the argument that greater emphasis on emotions under some circumstances and control over others is functional and effective for the economy. The goal of this paper is to provide a series of reflections on the "fate" of emotions in education in an era where they appear to be marketed and discussed to an unprecedented degree. In doing so, I wish to intervene in current debates about the role of emotion in education and expose some of the complexities in the "(un)managed heart" and the dilemmas of valorization and/or rejection of emotions that are promoted in education at the dawn of the 21 st century. I argue that a critical inquiry of various challenges in a postmodern culture of emotions constitutes new forms of educational spaces and signifies new understandings of the grounds for problematizing the instrumentalization of emotion in education.

Education and the emotions

2010

This thesis is concerned with the question of emotions: whether emotions are of interest, or concern to the educator; whether they require specific educational attention; what, if anything, our educational aims with regards to emotions, are; whether emotions pose any special problems for the educator; and so on. The first chapter looks at the nature of emotions, and attempts to draw some sort of conceptual map of the class of things we call 'emotions'. The second chapter discusses the ways in which we can he more, and less, rational about our emotions, and a number of specific educational aims are outlined. The third chapter argues that educators influence children's emotions. This influence cannot be undone simply by an adherence to rationality, and leaves the educator facing some difficult questions about the direction and nature of that influence. To a degree he can answer this with reference to mental health, human happiness, and a necessary minimal social morality. ...

Education and Emotions: From one Emotional Logic to Another

The Future of Education 9th Edition, 2018

An expanding field of research in educational sciences are analyses of the relationship between feelings and education. According to an important strand within this field, the new discourses regarding emotions that have emerged in educational policies more recently are concomitant with new societal -in particular economic -demands; it is argued that the emotionally loaded discourses are manifestations of new techniques of governmentality -a form of emotional management. In reaction to these tendencies, variously described as "postmodern relativism" and/or a "neoliberalisation" of education, some researchers, e.g.

Being There: Revising the Discourse of Emotion and Teaching

Journal of the Association of Expanded Perspectives on Learning, 2001

W hat is the relationship between emotion and pedagogy? What is the place of affect in the composition classroom? How can we think about emotion in relation to our teaching and learning? My own experiences as a student and teacher have shown me the importance of acknowledging what both students and I are experiencing, whether it be joy, sorrow, anger, or indignation. We are not, after all, automatons; what happens in class is always affected by the complex relationships we share, the ways in which the class fits (or does not fit) into our lives, and the emotions/memories/experiences each of us brings with us. Further, it seems to me that if education is to be integrated into the lives of students, it's important to think about learning as active and creative, embracing the whole of the student, intellectually, emotionally, and physically. It's exactly this idea of education that Myles Horton and Paulo Freire discussed in their conversation that became We Make the Road by Walking. Horton describes "a holistic approach to education" in which "the way people live [is] more important than any class or subject" (168). Such an educational experience is participatory, according to Freire, one in which "in studying [we] also get the pleasure of playing" (172).

Gender/ed discourses and emotional sub-texts: theorising emotion in UK higher education

Teaching in Higher Education, 2009

This article engages with contemporary debates about the absence/presence of emotion in higher education. UK higher education has traditionally been constructed as an emotion-free zone, reflecting the dominance of Cartesian dualism with its rational/emotional, mind/body, male/female split. This construction has been challenged in recent years by the incursion of ‘new students’ into the academy, requirements to offer enhanced student support, and new neo-liberal employability/personal skills agendas. At the same time, theories on the significance of the emotions in education are gaining prominence, e.g. in relation to debates about ‘emotional intelligence’. This renewed emphasis on emotion, however, has also been constructed as a dangerous and regressive example of the growing ‘therapy culture’ in universities. Drawing on the rich tradition of sociological and psycho-social work on the affective, our concern is to further the theorisation of the place of emotion in higher education.

Emotional Culture as a Context of Education: Why Emotional Culture is Important for Pedagogy?

Kultura i Edukacja, 2021

In the article, I search for the connection between emotions culture and education by examining the affective reproduction of culture. Building on the tradition of Émile Durkheim, in the works by Arlie Russell Hochschild and Steven Gordon the concept of emotional culture is (re)constructed. Emotional culture is understood as the specific complex of emotion vocabularies, feeling rules, and beliefs about emotions. Emotions and their meaning provide a socio-psychological mechanism that controls/develops individuals and groups. In the text, it is argued that the concept of emotional culture adds a distinctive conceptual tool for studying different educational contexts and environments. To examine this argument, the article is divided into three parts. First, an overview of the concepts and theories that underlie the term of emotional culture is given. In the second part, the concept is analyzed in the light of modern cultural studies. The article closes by pointing out pedagogical impli...

History of Education and Emotions

OXFORD RESEARCH ENCYCLOPEDIA, EDUCATION, 2020

The encounter between the history of education and the emerging field of historical interest in emotions is a phenomenon of recent and fast development. Researchers must bear some specific dilemmas and challenges implied in attention to affective ties regarding the past of education, being the first to define critical concepts for the delimitation of the topic. Furthermore, this new path requires that theoretical and methodological issues be addressed. Among these issues are the difference in the development of educational historiographical research in countries or cultural regions. There are challenges for education historians interested in emotions and their efforts to overcome methodological chasms, as for example, the disparities between discourse and experience. Given the fact that the research on the history of emotions applied to education is still in its first steps, it is possible to outline some potential advances in the confluence of the historic-educational and the emotional fields.

(2003) Interrogating the 'Emotional turn': Making Connections With Foucault and Deleuze

European Journal of Psychotherapy & …, 2003

"Abstract: In this paper I use theoretical insights from Foucault, Deleuze and Guattari to explore what I have called 'the emotional turn' in education. In following trails of the pedagogical repercussions of the Foucauldian notion of the care of the self , I trace various ways that it has been used and transformed in discourses of progressive pedagogy. The Foucauldian conceptualization of the care of the self is further making connections with the Deleuzian notion of desire and affect. What I suggest is that revisiting education as a site of intense power relations at play, but also as a plane for the production of intense flows of desire and affect, can perhaps create moments for thinking critically about the possible dangers of current discourses revolving around emotional learning. Keywords: emotions; affects; care of the self; desire; power; machines; education"