BEARD, Colin, HUMBERSTONE, Barbara and CLAYTON, Ben (2014). Positive emotions: passionate scholarship and student transformation. Teaching in Higher Education, 19 (6), 630-643.Full text not available from this repository.
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 'emotion-transition 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.
|Research Institute, Centre or Group:||Centre for Pedagogic Research and Innovation|
|Depositing User:||Ann Betterton|
|Date Deposited:||04 Dec 2014 17:02|
|Last Modified:||16 Jan 2015 13:48|
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