top of page

TITLE: Feelings and Emotion-based Learning: A New Theory

[Available from PalgraveMacmillan]

This book compares and contrasts academic learning theories with the current social human learning environment discussing them in relation to modern clinical research. It suggests that developing a feelings learning theory could inform our attitudes about learning and improve our understanding of learning behaviour. The author’s premise is that feelings, both physical and mental are rational in individuals' own terms and should be considered - whether we agree with them or not. The book looks at learning processes and points out that feelings and emotions appear logical to individuals according to how they see things in the moment (being based in beliefs, memories and current experience).

The author shows how acknowledging feelings during and after learning experiences can help solve cognitive difficulties, evidence, motivate and explain choices. In the author’s case this was done as a teaching practitioner by engaging in collaborative research with teenage school refusers, class teachers, creative peripatetic tutors and primary pupils. Their unfortunate and successful learning experiences are related as example case studies of this type of research (including participant voice snapshots). A discussion of data collection methods, ethics and analysis is included and the book can be used to reference learning theories and emotional social research methods.

For further information and reviews scroll down to see the slideshow.


TITLE: Feelings and Emotion-based Learning: A New Theory 


Feelings and Emotion-based Learning: A New Theory by Jennifer A. Hawkins

[Nov 2017] New York: Palgrave Macmillan

This book is both joyful to read, and is also immensely powerful for its three main constituents. For teachers it provides a powerful and timely book that brings together notions of teacher experience and expertise with the importance of considering feelings and emotions while teaching. For academics the work provides a new and well researched theory of learning and contextualizes this amongst other prominent learning work. And for those who want to engage in feeling related research there is a rich discussion of the kinds of research methods and ethical considerations required to pursue this exciting new path. 


Professor Chris Brown, Professor of Education  University of Portsmouth

School of Education and Childhood Studies

Two new books for 2017: 

Achieving Evidence-Informed Policy and Practice in Education: EvidencED  and 

Networks for Learning: Effective collaboration for teacher, school and system improvement now available.

New publications for 2017:

Brown, C. (2017) Further exploring the rationality of evidence-informed practice: a semiotic analysis of the perspectives of a school federation, International Journal of Education Research, 82, pp. 28-39.

Brown, C. (2017) Research Learning Communities: How The RLC Approach Enables Teachers To Use Research To Improve Their Practice And The Benefits For Students That Occur As A Result, Research for All, 1, 2, pp. 387-405.

Brown, C (2017) How to establish Research Learning Communities, Professional Development Today, 19, 2, pp. 30-55.

Brown, C., Schildkamp, K. and Hubers, M. (2017) Combining the Best of Two Worlds: A Conceptual Proposal for Evidence-Informed School Improvement, Educational Research, 59, 2, pp. 154-172

bottom of page