DISCIPLINED EMOTIONS: PHILOSOPHIES OF EDUCATED FEELINGS

[...]the behavioral school, shaped by Charles Darwin and B.F. Skinner, defines emotion in terms of measurable behaviors, actions, and expressions. Campbell demonstrates that the individuation of feelings - the commonly held conception that my feeling is my own private experience - is actually a coll...

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Bibliographic Details
Published in:Educational theory 1997-06, Vol.47 (2), p.203-227
Main Author: Boler, Megan
Format: Article
Language:English
Subjects:
Classroom Environment
Collaboration
Educational Philosophy
Educational Theories
Emotional Intelligence
Emotions
Epistemology
Ethical Instruction
Feminism
Philosophy
Post structuralist linguistics
Pregnancy
Psychoanalysis
Rationality
Resistance (Psychology)
Sex Education
Social Problems
Social Sciences
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Summary:[...]the behavioral school, shaped by Charles Darwin and B.F. Skinner, defines emotion in terms of measurable behaviors, actions, and expressions. Campbell demonstrates that the individuation of feelings - the commonly held conception that my feeling is my own private experience - is actually a collaborative undertaking. [...]to tell someone that her expression has failed actually requires not that the speaker justify her reasons for her expression, but rather a full social accountability for the interpretive context. [...]while these accounts allow for "linguistic communities" as a defining feature of values, the source of an emotion is still firmly rooted in the individual. [...]I am not convinced that the language of the desire and the unconscious carries enough specificity to allow us a full-fledged account of specific emotions in relation to historically- and culturally-contextualized power relations.76 Feminist theorists, continental philosophers and poststucturalists, and theorists of cultural studies tend to adopt the dominant frameworks of Marxism and psychoanalysis, which ironically are thus granted the master narrative status.77 As a result, feminist poststructural rethinkings of emotion in education are constrained by the relatively unspecific languages of consciousness, unconscious, and desire.
ISSN:0013-2004
1741-5446
DOI:10.1111/j.1741-5446.1997.00203.x