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.
Ongoing current interests: Showing progress is currently an Ofsted UK priority which should involve collecting ‘soft’ as well as ‘hard’ data to record and improve pupil experiences, motivations and outcomes. I am supporting teachers in developing ways to collect ‘soft data’ to record and analyse progress.
