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Integrating affection, emotion, and aesthetics into a General Theory of Learning

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Integrating affection, emotion, and aesthetics into a General Theory of Learning. / Sanchez Burgos, Felipe; Sebastián, Christian.
In: Theory and Psychology, Vol. 34, No. 2, 01.04.2024, p. 233 - 256.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Sanchez Burgos, F & Sebastián, C 2024, 'Integrating affection, emotion, and aesthetics into a General Theory of Learning', Theory and Psychology, vol. 34, no. 2, pp. 233 - 256. https://doi.org/10.1177/09593543241229740

APA

Sanchez Burgos, F., & Sebastián, C. (2024). Integrating affection, emotion, and aesthetics into a General Theory of Learning. Theory and Psychology, 34(2), 233 - 256. https://doi.org/10.1177/09593543241229740

Vancouver

Sanchez Burgos F, Sebastián C. Integrating affection, emotion, and aesthetics into a General Theory of Learning. Theory and Psychology. 2024 Apr 1;34(2):233 - 256. Epub 2024 Feb 14. doi: 10.1177/09593543241229740

Author

Sanchez Burgos, Felipe ; Sebastián, Christian. / Integrating affection, emotion, and aesthetics into a General Theory of Learning. In: Theory and Psychology. 2024 ; Vol. 34, No. 2. pp. 233 - 256.

Bibtex

@article{ef4de030e5dd4b33b26df67ff1788333,
title = "Integrating affection, emotion, and aesthetics into a General Theory of Learning",
abstract = "Every learning process is an affective experience. Affect is central in experiencing learning as uncertainty. This article proposes an internal integration of affect into the learning process. The main concepts of learning are articulated with a take on the reflection framework and a dynamic and social understanding of affection, emotions, and aesthetic experiences, helping to integrate concepts like edge-emotions and liminal experiences into the learning process. These concepts support the idea that complex emotions play a central part in learning dynamics, while arguing for reflection as a self-regulatory movement of the learning process. It is argued that there would be no such thing as a merely cognitive learning process. Every time that people learn, they experience edge-emotions and liminal experiences. Furthermore, if the learning process occurs in educational settings, it is possible to think about learning experiences as being mediated by liminal affective techniques and so, open to transformation.",
keywords = "affection, constructivism, emotion, learning, reflection",
author = "{Sanchez Burgos}, Felipe and Christian Sebasti{\'a}n",
year = "2024",
month = apr,
day = "1",
doi = "10.1177/09593543241229740",
language = "English",
volume = "34",
pages = "233 -- 256",
journal = "Theory and Psychology",
issn = "0959-3543",
publisher = "SAGE Publications Ltd",
number = "2",

}

RIS

TY - JOUR

T1 - Integrating affection, emotion, and aesthetics into a General Theory of Learning

AU - Sanchez Burgos, Felipe

AU - Sebastián, Christian

PY - 2024/4/1

Y1 - 2024/4/1

N2 - Every learning process is an affective experience. Affect is central in experiencing learning as uncertainty. This article proposes an internal integration of affect into the learning process. The main concepts of learning are articulated with a take on the reflection framework and a dynamic and social understanding of affection, emotions, and aesthetic experiences, helping to integrate concepts like edge-emotions and liminal experiences into the learning process. These concepts support the idea that complex emotions play a central part in learning dynamics, while arguing for reflection as a self-regulatory movement of the learning process. It is argued that there would be no such thing as a merely cognitive learning process. Every time that people learn, they experience edge-emotions and liminal experiences. Furthermore, if the learning process occurs in educational settings, it is possible to think about learning experiences as being mediated by liminal affective techniques and so, open to transformation.

AB - Every learning process is an affective experience. Affect is central in experiencing learning as uncertainty. This article proposes an internal integration of affect into the learning process. The main concepts of learning are articulated with a take on the reflection framework and a dynamic and social understanding of affection, emotions, and aesthetic experiences, helping to integrate concepts like edge-emotions and liminal experiences into the learning process. These concepts support the idea that complex emotions play a central part in learning dynamics, while arguing for reflection as a self-regulatory movement of the learning process. It is argued that there would be no such thing as a merely cognitive learning process. Every time that people learn, they experience edge-emotions and liminal experiences. Furthermore, if the learning process occurs in educational settings, it is possible to think about learning experiences as being mediated by liminal affective techniques and so, open to transformation.

KW - affection

KW - constructivism

KW - emotion

KW - learning

KW - reflection

U2 - 10.1177/09593543241229740

DO - 10.1177/09593543241229740

M3 - Journal article

VL - 34

SP - 233

EP - 256

JO - Theory and Psychology

JF - Theory and Psychology

SN - 0959-3543

IS - 2

ER -