TY - CHAP
T1 - Emotions
T2 - Connecting with the Missing Body
AU - Kristensen, Liv Kondrup
AU - Otrel-Cass, Kathrin
PY - 2017
Y1 - 2017
N2 - Observing science classroom activities presents an opportunity to observe the emotional aspect of interactions, and this chapter presents how this can be done and why. Drawing on ideas proposed by French philosopher Maurice Merleau-Ponty, emotions are theorized as publicly embodied enactments, where differences in behavior between people shape emotional responses. Merleau-Ponty’s theorization of the body and feelings is connected to embodiment while examining central concepts such as consciousness and perception. Merleau-Ponty describes what he calls the emotional atmosphere and how it shapes the ways we experience events and activities. We use our interpretation of his understanding of emotions to examine an example of a group of year 8 science students who were engaged in a physics activity. Using the analytical framework of analyzing bodily stance by Goodwin, Cekaite, and Goodwin, this chapter presents worked vignettes of analyzed episodes, where we examine talk, voice (prosody), and embodiment contextualized in the physical environment where those activities took place. These examinations are related back to Merleau-Ponty’s thinking to propose a possible way forward to analyzing emotions.
AB - Observing science classroom activities presents an opportunity to observe the emotional aspect of interactions, and this chapter presents how this can be done and why. Drawing on ideas proposed by French philosopher Maurice Merleau-Ponty, emotions are theorized as publicly embodied enactments, where differences in behavior between people shape emotional responses. Merleau-Ponty’s theorization of the body and feelings is connected to embodiment while examining central concepts such as consciousness and perception. Merleau-Ponty describes what he calls the emotional atmosphere and how it shapes the ways we experience events and activities. We use our interpretation of his understanding of emotions to examine an example of a group of year 8 science students who were engaged in a physics activity. Using the analytical framework of analyzing bodily stance by Goodwin, Cekaite, and Goodwin, this chapter presents worked vignettes of analyzed episodes, where we examine talk, voice (prosody), and embodiment contextualized in the physical environment where those activities took place. These examinations are related back to Merleau-Ponty’s thinking to propose a possible way forward to analyzing emotions.
UR - http://www.springer.com/us/book/9783319433516
U2 - 10.1007/978-3-319-43353-0_9
DO - 10.1007/978-3-319-43353-0_9
M3 - Book chapter
SN - 978-3-319-43351-6
T3 - Cultural Studies of Science Education
SP - 165
EP - 185
BT - Exploring Emotions, Aesthetics and Wellbeing in Science Education Research
A2 - Bellocchi, Alberto
A2 - Quigley, Cassie
A2 - Otrel-Cass, Kathrin
PB - Springer
ER -