Positive emotions: passionate scholarship and student transformation

BEARD, Colin, HUMBERSTONE, Barbara and CLAYTON, Ben (2014). Positive emotions: passionate scholarship and student transformation. Teaching in Higher Education, 19 (6), 630-643.

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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 '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.

Item Type:	Article
Research Institute, Centre or Group - Does NOT include content added after October 2018:	Centre for Pedagogic Research and Innovation
Departments - Does NOT include content added after October 2018:	Sheffield Business School > Department of Service Sector Management
Identification Number:	https://doi.org/10.1080/13562517.2014.901950
Page Range:	630-643
Depositing User:	Ann Betterton
Date Deposited:	04 Dec 2014 17:02
Last Modified:	18 Mar 2021 01:31
URI:	https://shura.shu.ac.uk/id/eprint/8916

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