Emotions and lifelong learning: synergies between neuroscience research and transformative learning theory

ABSTRACT

Research in disparate fields of education, psychology and neuroscience suggests that emotions play a central role in learning. We critically examine research at the intersection of emotions, adult learning and neuroscience. First, we review studies in the IJLE related to emotions and adult learning. In particular, we focus on the impact of an IJLE publication that argued using neuroscience research for the important role of emotions in transformative learning theory. We then highlight recent developments in neuroscience of emotions with links to transformative learning, before reflecting on ways to move forward by combining neuroscience research with transformative learning theory.

KEYWORDS:

• Emotions
• neuroscience
• transformative learning theory
• lifelong learning
• brain

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1. Taylor (2001) also synthesised neuroscience evidence about implicit memory. Here, we focus on the emotions aspect of the paper. This is justifiable as almost all papers cited Taylor (2001) in the context of emotions.

Additional information

Notes on contributors

Farhan Ali

Farhan Ali is an assistant professor in the Learning Sciences and Assessment Academic Group, National Institute of Education, Nanyang Technological University. His research interest is in the science of learning and emotions using methods and theories from neuroscience, artificial intelligence, and data science.

Seng Chee Tan

Seng Chee Tan is an associate professor in the Learning Sciences and Assessment Academic Group, National Institute of Education, Nanyang Technological University. His research interest is in the learning sciences, specifically the use of technology for 21^st-century education.