Emotion – Feeling – Mood: Phenomenological and Pedagogical Perspectives (Phänomenologische Erziehungswissenschaft)

Emotion – Feeling –
Mood
	Contents
	Editors and Contributors
		About the Editors
		Contributors
	1 Introduction
		References
	Teil I Foundational and Cultural Perspectives on an Education of the Heart
	2 The Strength of Emotions and the Weakness of Feelings: The Phenomenology of Affectivity as an Educational Challenge
		1 Emotional Experience and the Disclosure of Meaning
		2 Emotions Flow, Feelings must be Cultivated
		3 The Education of the Heart: Heart of Education
		4 Concluding Remarks
		References
	3 Humanity and Emotion in Korean Confucian Tradition
		1 Introduction-Confucianism and Korean Traditional Education
		2 Innate Emotion: Criterion for ‘Humanity’
			2.1 Ren (仁): Keyword of Mencius
			2.2 Four Universal Emotions Verifying that Human Nature is Good
		3 The Relation Between Nature, Mind, and Emotion
			3.1 Nature and Mind as Li(理) and Qi(氣)
			3.2 Four-Seven Debate
		4 Mind and Education
			4.1 An Educated Man
			4.2 Education Through Body
		5 Summary and Conclusion
		References
	4 Affects and the Intelligibility of Education
		1 Introduction
		2 Affects and the Performativity of the Social
		3 Affects as a Basic Condition of Being-in-the-World
		4 Affects and the Realization of Boundaries
		5 The Relevance of Affects for Educational Research
		6 Conclusion
		References
	5 The Breath and the Heart. Phenomenological Perspectives from the Hebrew Paradigm
		1 First Approaches: Talking about Being Human
		2 The Mood of Memory
		3 The Heart as the Centre of Reason
		References
	Teil I Pedagogical Relations: Emotions in Learning, Bildung and Understanding
	6 Negative Emotions and Learning
		1 (Negative) Emotions and Learning—Inventory of a Discourse
		2 Emotions in Learning: An Example from Video Classroom Research
		3 Questioning What We Take for Granted: A Phenomenological Reduction
			3.1 Learning and Negative Emotions in Hermeneutic-Phenomenological Learning Theory
			3.2 Learning and Negative Emotions in Educational Psychology
		4 Variation: Broadening Perspectives, Approaching the Phenomenon
			4.1 Philosophy and Phenomenology of Emotions
			4.2 Learning and ‘Not-Readiness-To-Hand’
			4.3 Emotions as Social and Valuing Experience
		5 Summary
		References
	7 A New Dimension of Learning Through the Concept of ‘Non-positional Consciousness’ in Phenomenology
		1 Horizon of the Problem
		2 Positional Consciousness and Non-Positional Consciousness
		3 Non-Positional Consciousness and Learning
		4 Conclusion
		References
	8 Affects in Bildung: Notes for an Analogical Understanding of Emotions
		1 An Analogical Understanding of Emotion
		2 Methodical Implications: A Return to Love
		References
	9 Atmospheres and Understanding: Past, Present and Future
		1 The Epistemology of the Atmospheric
		2 Stimmungen in the Classroom: A Video Segment
		3 A Pedagogical Stimmung
		4 Conclusion
		References
	Teil I Phenomenology of Existential Emotions: Shame, Disquiet and Anxiety
	10 Bildung of Emotions and Bildung Through Emotions: The Orientative, Evaluative and Bildungs-Effect of Shame
		1 The Return of Emotions
		2 Shame: The Three-Fold Structure of Emotions and Feelings
		3 Emotion, Mood, Atmosphere
		4 Description and Epoché
		5 Phenomenological Perspectives on Bildung and Learning
		6 Negative Experience in Learning
		7 Phenomenology of Shame
			7.1 Self-Relation in the Feeling of Shame (Schamgefühl): Masked Personality
			7.2 The Explorative and Evaluative Function of the Feeling of Shame
			7.3 Negativity of the Feeling of Shame (Schamgefühl)
			7.4 Negativity of Shame: The Beginning of Bildung and Learning
		References
	11 The Mood of Disquiet and Education
		1 About Disquiet as Original Mood: Kierkegaard, Freud, Jaspers
		2 Two Educational Practices for the Mood of Disquiet: Adventure and Detour
		3 Some Further Considerations on the Relevance of an Education of Disquiet as Original Mood
		References
	12 Anxiety and Upbringing: Rethinking Existential Anthropology from the Intergenerational Perspective
		1 A Perspective for an Age-Related Relativization of Heidegger’s Existential Analytics of Dasein
		2 Anxiety in adult’s Existence: Guilt and Care
		3 Anxiety in child’s Existence: Innocence and Curiosity
		4 Upbringing as an Intellectual-Emotional Nourishment
		References
	Teil I Representatives of Phenomenological and Pedagogical Emotion Research
	13 Value-Feeling and Moral Education: Pedagogical Remarks on Dietrich Von Hildebrand’s Phenomenology
		1 Dietrich Von Hildebrand and the “Munich and Göttingen Circle”
		2 On Husserl’s Ethics
		3 The Idea of Moral Action
		4 Morality and the Knowledge of Ethical Value
		5 Emotions and Affectivity in Later Ethical Works
		6 Conclusions
		References
	14 A Critical (Personalistic) View of Feelings – Agnes Heller’s Theory as a Snatch of Thought of an Educational Theory of Emotions
		1 Agnes Heller and Her “Theorie Der Gefühle” (Theory of Feelings)
			1.1 About Agnes Heller
			1.2 First Try to Locate the Theory of Feelings
		2 Feeling, Emotion and Mood in Heller’s Phenomenology of Feelings
		3 The “Theory of Feelings” as an Educational Theory
			3.1 Being-Involved as an Bildungs-Relation
			3.2 On the Relation of Care in Hellers’ Theory of Feelings
		References
	15 Meaning and Practice of Teachers’ Love towards Learners in the Perspective of the Phenomenology of Feelings by Max Scheler
		1 The Philosophy of Love
		2 Teachers’ Love: Hearts Towards Learners
		3 The Practice of Teachers’ Love
		References
	16 The Intelligent Pathos of Education. Challenging the Concept of Emotional Intelligence Through Michel Henry’s Phenomenology of Incarnation
		1 Introduction: the Concept of Emotional Intelligence (EI) and Education
		2 Michel Henry’s Phenomenology: Affectivity and Incarnation
		3 The Incarnational-Educational Dynamic Of Emotional Intelligence
		4 Conclusion: Education, a Shared Adventure of Emotional Intelligence
		References
	Teil I Emotions in Pedagogical Institutions and Fields
	17 “Affectos Humanos”. Affects in Dance, Theatre and Education
		1 Between Pathos and Response
		2 Lived Corporeality of Feelings. The Place of Feelings
		3 Theatre as the Space of “Shared and Reflective Affectivity”
			3.1 Example One: Minimax
			3.2 Example Two: Urheben.Aufheben Rework/Remake of Affectos Humanos
		4 Conclusion
		References
	18 Feeling as a Basal Dimension of the Experience of Reality-Constitution. Explorations Using the Example of Nature Experience/Exploration in Some Russian and German Kindergartens
		1 Introduction
		2 Phenomenological Perspectives on Perception and Feeling
		3 Experiencing And Exploring Nature And Science In Kindergarten (in Germany and Russia): The Aspect of Feeling
			3.1 Natural Experience and Natural Sciences in German Early Education
			3.2 A Different Beginning with Braidotti
			3.3 Feeling Nature in some Russian kindergartens
		References
	19 Learning of and Through Emotions. The Educational Specificity of the Sport Context
		1 Introduction
		2 Theoretical Frameworks
			2.1 Sport Pedagogy
			2.2 Sport Philosophy
		3 Test and Contest
		4 Intersubjectivity, Intercorporeality, and Horizon
		5 Conclusions
		References
	20 E-MOTION: An “Imaginative Variation”
		1 Embodied Education. A Variation as Research
			1.1 Embodiment as Animation: “anima” as Movement
			1.2 A Variation as Research
			1.3 Results and Discussion
		2 E-motion, Imagination as Variation
			2.1 Thought and Vision
			2.2 Beyond or on This Side of the Mirror: Motion, Picture
			2.3 E-motion as “difference”. Movement as Imagination
		3 Conclusions
		References
	21 Educating the Vulnerable: Toward an Emotionally Responsive Phenomenology in Adult Education
		1 Adult Education in the New Commercium
		2 Reclaiming Emotions in Adult Education
		3 Emotions as Judgments from a Cognitivist and Phenomenological Perspective
		4 Emotions in Education
		5 The Educational Pilot Program for the Homeless
		6 Conclusions
		References