Education is always evolving, consistently with a society in flux. So transformations in learning and pedagogy are necessary. These endless, rapid changes in pedagogy influence students and educators in a variety of ways and awake diverse emotions, from happiness to fear, from joy to anger. Emotions are proven to influence the ways students interact with the world. In the present book, the authors reflect on emotions and education from multiple perspectives: the socio-cultural perspective that looks at interactions among individuals, the creation and recreation of the self and others, the study of collaboration, change processes (transformative learning) and aesthetic and creative learning processes. The purpose of this volume is to reflect on students’ and educators’ emotional responses. The construction of a safe, stimulating learning climate is essential in innovative learning processes – emotional interactions, student-teacher relations and student-student interaction lay the foundation for collaboration and deep learning. The present book offers empirical documentation and theoretical reflections on how pedagogical and educational changes might challenge or facilitate learning for students and educators.
Table of Content
Introduction; The Notion of Emotion in Educational Settings When Learning to Become Innovative and Creative; Emotions and Learning in Arts-Based Practices of Educational Innovation; Gross National Happiness in Bhutanese Education – How Is It Implemented in Practice?; How Does It Feel to Become a Master’s Student? Boundary Crossing and Emotions Related to Understanding a New Educational Context; Emotions in the Classroom: The Powerful Role of Classroom Relationships; A Comparative Study of Students’ Perceptions of Humour in Learning Creative Design between China and Denmark; Conclusions; Afterword; About the Authors.
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