The political dimension in ESE: the construction of a political moment model for analyzing bodily anchored political emotions in teaching and learning of the political dimension

Abstract

This article departures from the understanding of environmental sustainable education (ESE) as a political project that consists of dissonant and conflicting voices. The aim of the article is to understand how affection, i.e. bodily sensations, transform into political emotions in teaching and learning settings. The article offers a philosophical and empirically based model called the 'political moment model' for analyzing bodily anchored political emotions in teaching and learning of the political dimension. The model was developed in response to an empirical case study where the data were somewhat confusing. In order understand the empirical data, we used parts of Mouffe's theory of the political and various scholars' work on political emotions and placed these aspects in a pragmatist standpoint of experience, emotions and meaning making. The model helped to investigate students' experiences of the political dimension in situations where they experienced affection, i.e. bodily sensation, and emotions in connection with reflections and discussions about how to handle public issues of sustainable development. The article ends with a theoretical discussion of the findings in order to understand the political dimension in teaching and learning activities and to discern possible directions for future research on political moments in ESE. Political reflections manifest the teachers' aim of making students rationally reflect on controversial ARTICLE HISTORY

[Retracted] Sentiment Grading and Evaluation of Network Resources of Ideological and Political Education in Colleges and Universities: A Research Based on Artificial Intelligence

“…As shown in Figure 2, it can be seen that when most students discuss the concept of change brought by artificial intelligence to college students' ideological and political education, the most frequently mentioned keywords are diversification, precision, and personalization. Only a small number of students believe that the arrival of artificial intelligence will not ease their schoolwork burden and problems at the assessment level such as difficulty in remembering knowledge points will still exist [17][18][19][20][21].…”

A Didactic Model of Sustainability Commitment

“…Several researchers in the ESE field have highlighted the importance of emotions as a moving force and that reason (knowledge) and emotion are mutual and inseparable when learning about sustainability issues [56][57][58][59][60][61]. Hicks and Bord [57] hold that an emotional response "appears to occur when knowing shifts from being something intellectual and detached to a personal and connected knowing./ .…”

“…Following Todd [64], they claim that this change is provoked by others in all their differences and is a potential source of new thought. In their empirical case study, Håkansson and Östman [56] also show how affection can be transformed into political emotions in teaching and learning settings and form the basis of an inquiry leading to political meaning-making.…”

Safe spaces or a pedagogy of discomfort? Senior high-school teachers’ meta-emotion philosophies and climate change education

“…The second concerns the political dimension of ESD and the importance of utilizing diversity and taking account of different value-laden commitments. In this regard, conflicts will inevitably occur when educating about sustainability issues, and educators need to take these and related emotions into account in order to prevent deadlocks and to promote constructive learning (Håkansson & Östman, 2019;Lundegård & Wickman, 2007;Sund & Öhman, 2014;Wals, 2007). Thus, taking emotions into account in ESD is vital both to avoid hopelessness and to handle conflicts constructively.…”