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Linking experiences with emotions and the development of interpretive repertoires

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Abstract

In this paper I consider the case of one student, Todd Alexander, through analyzing the transcripts of his interviews between him and his teacher (Wolff-Michael Roth). I examine the role that emotions play in the development of the interpretive repertoires that Todd employed as he talked about his scientific and his religious beliefs. I identify how lived experiences support the development of emotions and what educational conditions are necessary to allow for appropriate lived experiences. In so doing we might be able to support educational conditions that result in interpretive repertoires that allow for acceptance of multiple perspectives with a moral grounding, leading to students who are well positioned to be valuable contributors to society.

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Authors and Affiliations

  1. Curriculum and Instruction, Faculty of Education, University of Victoria, Victoria, BC, V8W 3N4, Canada

    Norah I. McRae

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  1. Norah I. McRae
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Correspondence to Norah I. McRae.

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McRae, N.I. Linking experiences with emotions and the development of interpretive repertoires. Cult Stud of Sci Educ 5, 181–189 (2010). https://doi.org/10.1007/s11422-009-9226-1

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  • DOI: https://doi.org/10.1007/s11422-009-9226-1

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