Dealing with Emotions and Values

  • Mark RickinsonEmail author
  • Cecilia Lundholm
  • Nick Hopwood


This chapter looks at environmental learning through a lens that focuses on students’ values and emotions. We focus initially on the ways in which students deal with their own emotions and values when undertaking environmental learning activities. We then explore how students’ perceptions of environmental subject matter as value-laden or otherwise can affect their learning. It should be added that while emotions and values are the primary focus of this chapter, they also emerge as part of later discussions concerning relevance (the chapter titled “Questioning Relevance”) and student–teacher relations (the chapter titled “Negotiating Viewpoints Among Students and Teachers”).


Environmental Learning Subject Matter Emotional Response Conceptual Change Epistemological Belief 
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Copyright information

© Springer Science+Business Media B.V. 2009

Authors and Affiliations

  • Mark Rickinson
    • 1
    Email author
  • Cecilia Lundholm
    • 2
  • Nick Hopwood
    • 3
  1. 1.Oxford University and Policy Studies InstituteWallingfordUK
  2. 2.Department of Education and Stockholm Resilience CentreStockholm UniversityStockholmSweden
  3. 3.Centre for Excellence in Preparing for Academic PracticeOxford Learning InstituteOxfordUK

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