ABSTRACT
Thought and action frequently bear the mark of emotion, something which is accepted in everyday life: marriage, employment, pastimes, attire, are generally shaped as much by emotion as by reason, and writers make a living from the interaction (Oatley, 2002). But, in the classroom, emotion is seen as sand in the works, an impediment to clear thinking, an unwelcome distraction, and something to be suppressed or ignored (e.g. Phelps, 2006). Assumptions like these are passed from one generation of teachers to the next but Neumann (2012, p. 8) has pointed out that, ‘the systematic exploration and analysis of selected aspects of our world relies on feeling [as much as] thinking, knowing, and learning’. Moreover, this exploration can be better for it. Lehrer (2009, p. 20) goes further: ‘If it weren’t for our emotions, reason wouldn’t exist at all.’ The brain’s emotional and intellectual systems are highly connected and communicate continually to promote what we believe are our best interests. Sometimes the partnership is harmonious, and sometimes it is not (Sylvester, 1994).
