Date of Award

1-1-2013

Language

English

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

College/School/Department

Department of Education Theory and Practice

Program

Curriculum and Instruction

Content Description

1 online resource (v, 150 pages) : illustrations.

Dissertation/Thesis Chair

Carol Rodgers

Committee Members

Vicky Kouba, Carla Meskill

Keywords

Emotion, Feeling, Identity, Learning, Soul, Emotions and cognition, Emotions, Learning, Psychology of, Identity (Philosophical concept)

Subject Categories

Education | Social and Philosophical Foundations of Education

Abstract

The exploratory and descriptive purpose of this work is to better understand what might be happening when students have an emotional response to learning in school and to offer a way of conceptualizing emotion, identity and student learning as deeply interrelated. The data for this study comes from four in-depth, phenomenological interviews where contemplative educators were asked to recollect emotional experiences from their formal education and tell the story of how those experiences impacted their learning. Evidence suggests that when students have an emotional response to learning it is like a beacon alerting them to the self-relevance of what they are experiencing. This study raises the possibility that the role of emotion in the learning process has been undervalued and that in order to take right action in the world one needs this vital sensing mechanism, a way of attuning to the relevance of what we know and transforming that knowledge into action that aligns with one's soul.

Download

Share

COinS