Emotions: The 'Central Core' of Liz Jackson's Philosophy of Education

Document Type : علمی - پژوهشی

Author
Neda Mohajel
Assistant Professor, Department of Educational Sciences, Farhangian University-Tehran- Iran
10.48308/kj.2026.244317.1432
Abstract
This article seeks to explain and analyze the concept of "emotions/affects" at the very heart or central core of the philosophy of education of Liz Jackson, a contemporary philosopher of education, drawing on her books—especially Emotions: Philosophy of Education in Action (2024)—and her articles. According to Jackson, in recent decades, emotional well-being has become a hot topic in society and education. Yet in Western philosophy of education, emotions are often neglected, while rationalist values and norms are emphasized. In contrast, in the East, the role of emotions in individuals' social relationships is given greater weight. Thus, Jackson, defending the ethics of care, criticizes philosophers such as Nel Noddings against Kantian deontological ethics and Benthamite utilitarianism. Ultimately, this article demonstrates that "emotion/affect" is a central element in Liz Jackson's philosophy of education. She endeavors to show that education is not merely a cognitive process or a transmission of information, but is deeply interwoven with feelings, values, and lived human experience at the heart of social relationships. In her works, especially within what she calls the "affective turn" in education, she emphasizes that affect is not merely a marginal part of learning but is one of the constitutive forces shaping thought, moral judgment, and personal identity.
Keywords
: Philosophy of Education
Emotions
Ethics
Buddhism
Jackson
Subjects
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  • Receive Date 11 May 2026
  • Revise Date 06 June 2026
  • Accept Date 24 June 2026