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Abstract
In contrast to trends in pedagogy and in critical theory, Alcorn & Massé bring affect to the forefront in their considerations of factors that facilitate and inhibit learning in the classroom. Using Tomkins’ affect theory and Sedgwick’s reading of Tomkins to focus their discussions, each highlights ways in which affect enters the classroom. They also invite us to consider some of the perils of failing to recognize ways in which affect does have an impact on ideas, learning, and even meaning itself.
References
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FOGEL, A. Movement and communication in human infancy: the social dynamics of development. Human Movement Science, v. 11, p. 387-423, 1992.
SEDGWICK, E. S.; FRANK, A. Shame in the cybernetic fold: reading Sylvan Tomkins. Critical Inquiry, v. 21, p. 496-522, 1995.
TOMKINS, S. S. Affect, imagery, consciousness: the positive affects. New York: Springer, 1962. (v. 1).
TOMKINS, S. S. Affect, imagery, consciousness: the negative affects. New York: Springer, 1963. (v.2)
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