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Feeling knowledge: How emotion and ...

Ossorio, Rebecca.

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Feeling knowledge: How emotion and identity inform student learning.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Feeling knowledge: How emotion and identity inform student learning./
Author:	Ossorio, Rebecca.
Description:	155 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.
Contained By:	Dissertation Abstracts International75-02A(E).
Subject:	Educational psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3599578
ISBN:	9781303489761

Feeling knowledge: How emotion and identity inform student learning.
Ossorio, Rebecca.

Feeling knowledge: How emotion and identity inform student learning. - 155 p.

Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.

Thesis (Ph.D.)--State University of New York at Albany, 2013.

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.

ISBN: 9781303489761Subjects--Topical Terms:

517650
Educational psychology.

Feeling knowledge: How emotion and identity inform student learning.
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245 1 0 $a Feeling knowledge: How emotion and identity inform student learning.
300 $a 155 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.
500 $a Adviser: Carol Rodgers.
502 $a Thesis (Ph.D.)--State University of New York at Albany, 2013.
520 $a 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.
590 $a School code: 0668.
650 4 $a Educational psychology. $3 517650
650 4 $a Educational philosophy. $3 3173367
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710 2 $a State University of New York at Albany. $b Educational Theory and Practice-Curriculum and Instruction. $3 1669231
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