Positive emotions: passionate scholarship and student transformation
Humberstone, Barbara, Beard, Colin and Clayton, Ben (2014) Positive emotions: passionate scholarship and student transformation. Teaching in Higher Education, 19 (6). pp. 630-643. ISSN 1356-2517
|
Text
9545_Clayton_B.pdf - Accepted Version Available under License Creative Commons Attribution Non-commercial No Derivatives. Download (845kB) | Preview |
Abstract
This paper challenges the practical and conceptual understanding of the role of emotions in higher education from the twin perspectives of transition and transformation. Focusing on the neglected area of positive emotions, exploratory data reveal a rich, low-level milieu of undergraduate emotional awareness in students chiefly attributed to pedagogic actions, primarily extrinsically orientated, and pervasive throughout the learning experience. The data conceive positive affect as oppositional, principally ephemeral and linked to performative pedagogic endeavours of getting, knowing and doing. A cyclical social dynamic of reciprocity, generating positive feedback loops, is highlighted. Finally we inductively construct a tentative ‘emotiontransition framework’ to assist our understanding of positive emotion as a force for transformational change; our contention is that higher education might proactively craft pedagogic spaces so as to unite the feeling discourse, the thinking discourse (epistemological self) and the wider life-self (ontological) discourse.
| Item Type: | Article |
|---|---|
| Depositing User: | ULCC Admin |
| Date Deposited: | 26 May 2015 14:43 |
| Last Modified: | 14 Sep 2020 06:05 |
| URI: | https://bnu.repository.guildhe.ac.uk/id/eprint/9545 |
Actions (login required)
 |
Edit Item |