How Emotion Matters in Four Key Relationships in Teaching and Learning in Higher Education

ABSTRACT

The role of emotions in learning and teaching has largely been neglected in educational literature, particularly in higher education. Yet there are signs of increased interest in emotions in recent literature. This paper argues that emotions are a vital aspect of relationships. How we feel with and about others is central to the quality of those relationships. Thus, emotions matter in college teaching and learning as an aspect of enriching social and relational experiences that support student development. This paper discusses four key relationships in higher education: students with subject matter; students with teachers; students with other students; and students with their developing selves. For each key relationship, key literature is referenced, and suggestions for enhancing practice are offered.

KEYWORDS:

• Emotion; higher education; learning; student development; teaching

Acknowledgements

I wish to thank the staff of the Centre for the Development of Teaching and Learning at the National University of Singapore for hosting me as the Educator-in-Residence at the National University in Singapore in August 2014. The role of emotion in teaching and learning in higher education was a key theme for my residency, and the conversations with many faculty members whom I met helped me shape the ideas for this paper. I also thank three anonymous peer reviewers for their useful suggestions.