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

Document Type : علمی - پژوهشی

Author

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

Main Subjects

Files

History

  • Receive Date: 11 May 2026
  • Revise Date: 06 June 2026
  • Accept Date: 24 June 2026

Share

How to cite

Statistics