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

Sanchez Burgos, Felipe and Sebastián, Christian (2024) Integrating affection, emotion, and aesthetics into a General Theory of Learning. Theory and Psychology, 34 (2). 233 - 256. ISSN 0959-3543

Text (Sánchez, F., & Sebastián, C. (2024). Integrating affection, emotion, and aesthetics into a General Theory of Learning. (online first)) - Published Version
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Text (Sánchez, F., & Sebastián, C. (2024). Integrating affection, emotion, and aesthetics into a General Theory of Learning. (online first)) - Published Version
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Text (Sánchez, F., & Sebastián, C. (2024). Integrating affection, emotion, and aesthetics into a General Theory of Learning. (online first)) - Published Version
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Text (Sánchez, F., & Sebastián, C. (2024). Integrating affection, emotion, and aesthetics into a General Theory of Learning. (online first)) - Published Version
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Text (Sánchez, F., & Sebastián, C. (2024). Integrating affection, emotion, and aesthetics into a General Theory of Learning. (online first)) - Published Version
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Text (Sánchez, F., & Sebastián, C. (2024). Integrating affection, emotion, and aesthetics into a General Theory of Learning. (online first)) - Published Version
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Text (Sánchez, F., & Sebastián, C. (2024). Integrating affection, emotion, and aesthetics into a General Theory of Learning. (online first)) - Published Version
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Text (Sánchez, F., & Sebastián, C. (2024). Integrating affection, emotion, and aesthetics into a General Theory of Learning. (online first))
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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.