Encyclopedia of Educational Philosophy and Theory

Living Edition
| Editors: Michael A. Peters


  • Laura CandiottoEmail author
Living reference work entry
DOI: https://doi.org/10.1007/978-981-287-532-7_311-1



Cognitive science has shown that emotions are a sine qua non for cognition, and nowadays emotions are not anymore understood as irrational or “nonintellectual” feelings. The debate regarding the nature of emotions is still ongoing; however, it would be possible to provide a general definition of emotions as complex states of mind and body, which have an active power – they are not characterized only as receptivity – that impacts human’s intentionality towards the environment.

The goal of this entry is to highlight the role of emotions in reasoning, focusing on their meaningfulness in learning environments and in those educational practices where emotions work together with rationality to enhance understanding and learning. Following the description of the three main ways to understand emotions in the contemporary philosophy of emotions, this entry will discuss the differences between the standard cognitivist approach and other...


Emotional Intelligence Perceptual Model Extended Mind Life Skill Training Socratic Dialogue 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
This is a preview of subscription content, log in to check access.



This research arises from the project “Emotions First”, funded by the EU (Marie Curie Individual Fellowship, grant agreement number: 655143), which I am currying out at the University of Edinburgh. www.emotionsfirst.org.


  1. Ardelt, M., & Ferrari, M. (2014). Wisdom and emotions. In P. Verhaeghen & C. Hertzog (Eds.), The Oxford handbook of emotion, social cognition, and problem solving in adulthood (pp. 256–272). New York: Oxford University Press.Google Scholar
  2. Averill, J. R. (1980). A constructivist view of emotion. In R. Plutchik & H. Kellerman (Eds.), Emotion: Theory, research and experience (Theories of emotion, Vol. I, pp. 305–339). New York: Academic.CrossRefGoogle Scholar
  3. Candiotto, L. (2015). Aporetic state and extended emotions: The shameful recognition of contradictions in the Socratic elenchus. In A. Fussi (Ed.), The legacy of Bernard Williams’s shame and necessity. Ethics & politics (Vol. XVII, No. 2, pp. 233–248).Google Scholar
  4. Carter, J. A., Gordon, E. C., & Palermos, S. O. (2016). Extended emotions. In Philosophical Psychology, 29(2), 197–218.Google Scholar
  5. Clark, A., & Chalmers, D. (1998). The extended mind. Analysis, 58, 10–23.CrossRefGoogle Scholar
  6. Colombetti, G. (2014). The feeling body: Affective science meets the enactive mind. Cambridge, MA: MIT Press.CrossRefGoogle Scholar
  7. De Sousa, R. (2014). Emotion. In E. E. Zalta (Ed.), Stanford encyclopedia of philosophy. (Spring 2014 edn), http://plato.stanford.edu/archives/spr2014/entries/emotion/
  8. Deigh, J. (1994). Cognitivism in the theory of emotions. Ethics, 104, 824–854.CrossRefGoogle Scholar
  9. Goldie, P. (2000). The emotions. A philosophical exploration. New York: Oxford University Press.Google Scholar
  10. Goldie, P. (2007). Seeing what is the kind of thing to do. Perception and emotion in morality. Dialectica, 61(3), 347–361.CrossRefGoogle Scholar
  11. Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. New York: Bantam Books.Google Scholar
  12. Immordino-Yang, M. H., & Damasio, A. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, Brain, and Education, 1(1), 3–10.CrossRefGoogle Scholar
  13. James, W. (1950). The principles of psychology. New York: Dover.Google Scholar
  14. Lipman, M. (2003). Thinking in education (Vol. 2). Cambridge: Cambridge University Press.CrossRefGoogle Scholar
  15. Lund, B., & Cheni, T. (Eds.). (2015). Dealing with emotions. A pedagogical challenge to innovative learning. Rotterdam/Boston/Taipei: Sense Publishers.Google Scholar
  16. Nussbaum, M. (2001). Upheavals of thought: The intelligence of emotions. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
  17. Prensky, M. (2013). Our brains extended. Tecnology Rich Learning, 70(6), 22–27.Google Scholar
  18. Prinz, J. (2004). Gut reactions: A perceptual theory of emotion. Oxford: Oxford University Press.Google Scholar
  19. Slaby, J. (2014). Emotions and the extended mind. In M. Salmela & C. von Scheve (Eds.), Collective emotions. Oxford: Oxford University Press.Google Scholar
  20. Varela, F. J., Thompson, E., & Rosch, E. (1991). The embodied mind: Cognitive science and human experience. Cambridge, MA: MIT Press.Google Scholar

Copyright information

© Springer Science+Business Media Singapore 2016

Authors and Affiliations

  1. 1.Eidyn CentreSchool of Philosophy, Psychology and Language Sciences, University of EdinburghEdinburghUK