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Article

Emotion and Teacher Education  

Alberto Bellocchi

Emotion research in teaching and education more generally is a well-developed field of inquiry, offering suggestions for initial teacher education course development and practical suggestions for improving the working lives of teachers and schoolchildren. In contrast, emotion research in teacher education is an emergent and expanding area of inquiry. Preservice teachers, or university teacher education students, have unique emotional demands given that their teacher identities may still be in formative stages and their school-based practicum may not present the full complement of emotional experiences that full-time teachers encounter daily and for extended periods of time. Some specific objectives of past research in teacher education include explorations of preservice teachers’ emotions; preparing preservice teachers for the emotional demands of the job; developing understandings about the interplay between teacher–student relationships or social bonds, emotions, and learning; and addressing the strong emotions associated with practicum for preservice teachers, school-based teacher educators, and university-based teacher educators. A diverse range of theories are available for investigating emotion in preservice teacher education. This range presents different ways of conceptualizing what emotions are considered to be, stemming from disciplines including sociology, philosophy, psychology, critical studies, cultural studies, anthropology, and neuroscience. In addition to canvassing theories and traditions, dominant approaches to the study of preservice teacher emotions are addressed including early investigations, which relied on single self-report research methods to the more complex and dynamic multimethod and multitheoretical studies that have emerged in recent years. Suggestions are made for fruitful future lines of inquiry of preservice teachers’ emotional experiences and needs. Teacher attrition and burnout, particularly in the early years, continue to be vexing international problems. Research into preservice teacher emotions and emotion management are two important areas of inquiry that could address the related problems of burnout and attrition. Emotion management is also linked to social bonds, and better understandings of these connections are needed in the context of preservice teachers’ experiences and learning during practicums and within university courses. A focus on enacted classroom and staffroom interactions offers great scope for novel research contributions. Better understandings of structural conditions affecting emotions and preservice teachers’ learning are needed that include the bridging of macrosocial structural factors influencing work conditions with microsocial interactions in classrooms, staffrooms, and during parent-teacher interactions. New research adopting contemporary theories of emotion and methods is needed to explore preservice teacher identities. Combining this focus with the aforementioned lines of investigation into burnout, attrition, social bonds, and connections between macrostructural and microinteractional aspects of teaching and learning presents a third line of novel research. Guiding questions to prompt these and other lines of investigation are offered.

Article

Simultaneous and Successive Emotion Experiences and Health and Risk Messaging  

Andrea Kloss and Anne Bartsch

Emotions are an important part of how audiences connect with health and risk messages. Feelings such as fear, anger, joy, or empathy are not just byproducts of information processing, but they can interact with an individual’s perception and processing of the message. For example, emotions can attract attention to the message, they can motivate careful processing of the message, and they can foster changes in attitudes and behavior. Sometimes emotions can also have counterproductive effects, such as when message recipients feel pressured and react with anger, counterarguments, or defiance. Thus, emotion and cognition are closely intertwined in individuals’ responses to health messages. Recent research has begun to explore the flow and interaction of different types of emotions in health communication. In particular, positive feelings such as joy and hope have been found to counteract avoidant and defensive responses associated with negative emotions such as fear and anger. In this context, research on health communication has begun to explore complex emotions, such as a combination of fear and hope, which can highlight both the severity of the threat, and individuals’ self-efficacy in addressing it. Empathy, which is characterized by a combination of affection and sadness for the suffering of others, is another example of a complex emotion that can mitigate defensive responses, such as anger and reactance, and can encourage insight and prosocial responses.

Article

The Study of Discrete Emotions in Politics  

Cigdem V. Sirin and José D. Villalobos

Numerous empirical works document that discrete emotions have substantive and differential effects on politically motivated processes and outcomes. Scholars have increasingly adopted a discrete-emotions approach across various political contexts. There are different theoretical paths for studying discrete emotions. Appraisal theories contend that cognition precedes emotion, where distinct cognitive appraisal tendencies elicit discrete emotional reactions associated with specific coping mechanisms. Affective Intelligence Theory, another dominant paradigm in the study of discrete emotions in politics, argues for affective primacy. Others are more concerned with the level of analysis issue than the emotion-cognition sequence. For instance, Intergroup Emotions Theory calls for differentiating between individual-level and group-based discrete emotions, asserting that the latter form is a stronger predictor of collective political actions. Scholars also need to consider which methodological strategies they should employ to deal with a range of issues that the study of discrete emotions brings about. For instance, one issue is how to effectively induce a specific emotional state such as hope without also triggering other related yet discrete emotions such as enthusiasm in an experimental setting. Beyond these theoretical and methodological choices, there are various opportunities to diversify the field of study. Above all, the field needs more cross-national replications and extensions of U.S.-based findings to help resolve the debate over the universality versus contextuality of discrete emotions. The field would also benefit from the study of a wider array of emotional states by expanding beyond its main focus on negative discrete emotions. Contemporary developments—such as the increasing use of social media by the public and political actors—further offer novel platforms for investigating the role of discrete emotions.

Article

emotions  

Douglas Cairns

“Emotion” is a vernacular rather than a scientific concept. The experiences that are called emotions in English are a subset of a wider range of affective experiences. Categories of particular emotions similarly constitute families whose members are by no means homogeneous. As perceptions of the world and of ourselves, emotions are richly permeated by cognition. As syndromes of multiple factors, they have an event-like structure that lends itself to narrative explanation. Historical analysis of emotion(s) thus requires close attention to conceptual history and to contexts, both immediate and cultural/historical. Classicists can explore the historical contingency of “emotion” in Greek and Latin, both in the theories of the major philosophical schools and in a variety of literary texts. But emotion history now uses a much wider range of literary, documentary, visual, and material evidence. Understanding emotion is an essential aspect of many early 21st-century approaches to Classics, especially in ancient history, classical literature and rhetoric, and ancient philosophy, just as the visual and physical remains of the classical world are rich in emotional implications and deeply entwined with the representation, performance, and pragmatics of ancient emotion.

Article

Anticipated Regret  

Marcel Zeelenberg

Regret is the prototypical decision related emotion. It is felt when the outcome of a non-chosen alternative is better than the outcomes obtained. Regret is a functional emotion that helps people to correct mistakes. It is also functional because people can anticipate regret beforehand, then choose in such a way as to avoid regret from happening. Researchers in economics proposed regret theory, an alternative to rational choice theory, which takes into account the anticipation of regret and its influence in choice. Researchers in psychology studied how anticipations of regret influence decision making in a variety of domains, including health behaviors. The findings suggest that interventions can be developed that are based on the idea that people are regret averse.

Article

Pride in Organizations  

Yuen Lam Wu, Prisca Brosi, and Jason D. Shaw

Pride is a self-conscious emotion evoked when individuals perceive themselves attaining an outcome that is congruent with their goals and being responsible for achieving a socially valued outcome. The experience of pride can influence one’s own behaviors but the accompanying expressions can also elicit behavioral changes in observers. Although pride is a positive emotion and provides individuals with psychological rewards and pleasant feelings, accumulated empirical findings show a broad range of consequences in response to both the experience and expression of pride in organizations. In attempts to explain the various outcomes, pride researchers have conceptualized the construct in different ways. Some researchers examine pride as a unified emotion that arises from the attainment of positive outcomes; others adopt a multifaceted view to explain its divergent consequences. The multifaceted view suggests that pride can be authentic or hubristic depending on whether the achievement is assumed to arise from one’s efforts or abilities, and promotive or preventive depending on whether the achievement is assumed to result from promotion-related eagerness or prevention-related vigilance. Pride may also be differentiated into specific facets based on whether it is elicited by the achievement of performance or moral standards. Furthermore, as the individual self is embedded in social contexts, pride can arise from group belongingness. Thus, the conceptualization of pride can extend beyond the individual level to cover group and organizational pride. This article concludes that pride is an important source of motivation for both individuals who experience it and those who express it in organizations. Yet, what outcomes or behaviors result depends crucially on the source of pride because pride leads individuals to repeat behaviors attributed as the original cause of the positive feeling. Although pride is commonly engendered by achievements and socially desirable outcomes, it can also arise from immoral behaviors when those behaviors are assumed to benefit the organization. The outcomes of pride experience and expression are also contingent on individual and contextual boundary conditions.

Article

Entrepreneurial Passion  

Charles Y. Murnieks and Melissa S. Cardon

Starting a new venture is an incredibly difficult undertaking. Challenges and roadblocks arise at every juncture. To succeed, entrepreneurs need to persist through these obstacles and fight through hardships. They need personal motivation to drive their ventures forward, and perhaps more importantly, they need to inspire the stakeholders who work with them to continue to support their ventures as well. Entrepreneurial passion is one of the key elements that can catalyze all these processes. Entrepreneurial passion is experienced through strong emotions and motivations that are intertwined closely with an individual’s entrepreneurial identity. Entrepreneurial passion originates from engagement with self-defining activities over time; entrepreneurs are not born with passion, they develop it. The emerging research surrounding entrepreneurial passion indicates it can have powerful effects, both positive and negative. Regarding the positive, entrepreneurial passion drives beneficial cognitive and behavioral outcomes such as creativity, commitment, and effort. Regarding the negative, entrepreneurial passion can also drive rigidity and burnout. Moreover, research shows that entrepreneurial passion can be contagious; it has the power to infuse stakeholders surrounding entrepreneurs and attract new venture investors to provide early-stage funding. The construct of team entrepreneurial passion is also discussed. Unlike individual-level passions, team entrepreneurial passion reflects the level of shared intense positive feelings for a collective team identity. Across all the types of passion discussed in this article, the key elements that distinguish entrepreneurial passion as unique and distinct from related psychological constructs, such as motivation, affect, and enthusiasm, are highlighted.

Article

Political Partisanship as a Social Identity  

Leonie Huddy and Alexa Bankert

Partisanship remains a powerful influence on political behavior within developed and developing democracies, but there remains a lively debate on its nature, origins, and measurement. In this debate, political scientists draw on social identity theory to clarify the nature of partisanship and its political consequences in the United States and other developed and developing democracies. In particular, social identity theory has been used to develop an expressive model of partisanship, which stands in contrast to an instrumental model grounded in ideological and policy considerations. Included here are a discussion of the key motivational and cognitive components of social identity theory and an explanation of how the theory can be applied to the study of partisanship. The focus is on the measurement of partisanship, its social nature, its origins in convergent identities, and its ability to generate strong emotions and drive political engagement. Lastly, areas for future partisanship research are discussed. These areas include the study of negative partisan identities, coalitional identities in multiparty systems, and the political situations in which expressive and instrumental aspects of partisanship are most common.

Article

Mineralocorticoid Receptors and Glucocorticoid Receptors in HPA Stress Responses During Coping and Adaptation  

Edo Ronald de Kloet and Marian Joëls

The glucocorticoid hormones cortisol and corticosterone coordinate circadian events and are master regulators of the stress response. These actions of the glucocorticoids are mediated by mineralocorticoid receptors (NR3C2, or MRs) and glucocorticoid receptors (NR3C1, or GRs). MRs bind the natural glucocorticoids cortisol and corticosterone with a 10-fold higher affinity than GRs. The glucocorticoids are inactivated only in the nucleus tractus solitarii (NTS), rendering the NTS-localized MRs aldosterone-selective and involved in regulation of salt appetite. Everywhere else in the brain MRs are glucocorticoid-preferring. MR and GR are transcription factors involved in gene regulation but recently were also found to mediate rapid non-genomic actions. Genomic MRs, with a predominant localization in limbic circuits, are important for the threshold and sensitivity of the stress response system. Non-genomic MRs promote appraisal processes, memory retrieval, and selection of coping style. Activation of GRs makes energy substrates available and dampens initial defense reactions. In the brain, GR activation enhances appetitive- and fear-motivated behavior and promotes memory storage of the selected coping style in preparation of the future. Thus, MRs and GRs complement each other in glucocorticoid control of the initiation and termination of the stress response, suggesting that the balance in MR- and GR-mediated actions is crucial for homeostasis and health.

Article

Emotions and Warfare: The Social Dynamics of Close-Range Fighting  

Siniša Malešević

Emotions play a central role in warfare. Nearly all soldiers who encounter combat zones experience intense emotional reactions. Some of these emotions are negative, such as fear, panic, anger, rage, or shame, while others are more positive, including pride, elation, joy, or exhilaration. These emotional responses are usually characterized by physiological and psychological changes that affect the bodies and minds of soldiers facing close-range fighting encounters. Researchers have documented a number of physiological effects that accompany intense emotional reactions on the battlefield, including hormonal increases, heavy breathing, increased heart rate, dilation of the pupils, and the loss of urinary control, among others. These similarities in biological responses have led some scholars to make generalizations about the inherent uniformity of emotional reactions on the battlefield. However, recent studies indicate that emotional dynamics in the combat zone are more complex and flexible. In particular, much contemporary historical, sociological, and anthropological scholarship shows that the emotional responses of soldiers are highly variable and context-dependent. Although some physiological reactions are present in many battlefield situations, they too, like psychological effects, tend to be specific to time and place. In other words, there are pronounced historical and cultural differences in the emotional responses of soldiers in combat zones. Facing the same realities of the close-range fighting, soldiers tend to display different emotional reactions and these reactions are more variable as the cultural and historical contexts change. Military organizations have become aware that emotions are central to the behavior of soldiers on the battlefield and they continue to devise new methods to control and shape the emotional reactions of soldiers.

Article

Social Development  

Ross D. Parke

Social development is the sub area of developmental psychology that concerns the description of children’s development of relationships with others, their understanding of the meaning of their relationships with others, and their understanding of others’ behaviors, attitudes, and intentions. The examination of the social, emotional, biological, and cognitive processes that account for these developmental changes in social development are of interest as well. The historical shifts in the understanding of social development from Darwin to the present can be traced by an examination of the major theoretical and methodological advances that have characterized this area of inquiry. The history of social development is divided into five time periods—the beginning years (1880–1915), a period of conceptual clashes (1915–1940), a period of expansion (1940–1960), an era that saw the rise of contemporary themes (1960–1985), and the current period (from 1985 to 2019). Finally, future directions and unresolved issues are noted.

Article

Emotions in Organizations  

Cynthia Fisher

There has been an “affective revolution” in organizational behavior since the mid-1990s, focusing initially on moods and affective dispositions. The past decade has seen a further shift toward investigating the complex roles played by discrete emotions in the workplace. Discrete emotions such as fear, anger, boredom, love, gratitude, and pride have their own appraisal antecedents, subjective experiences, and action tendencies that prepare people to respond to their current situation. Emotions have intrapersonal effects on the person experiencing them in terms of attention, motivation, creativity, information processing and judgment, and well-being. Some emotions have characteristic voice tones or facial expressions that serve the interpersonal function of communicating one’s state to interaction partners. For this reason, emotions are integral to social processes in organizations such as leadership, teamwork, negotiation, and customer service. The effects of emotions on behavior can be complex and context-dependent rather than straightforwardly mechanistic. Individuals may regulate the emotions they experience, the extent to which they display what they feel, and the actions they choose in response to how they feel. Research has tended to focus on negative emotions (e.g., anger or anxiety) and their potential negative effects (e.g., aggression or avoidance), but negative emotions can sometimes have positive consequences. Discrete positive emotions have been relatively ignored in organizational research but feeling and expressing positive emotions often have positive consequences. There is considerable scope for investigating the ways in which specific discrete emotions are experienced, regulated, expressed, and acted upon in organizational life. There may also be a case for intentional efforts by organizations and employees to increase the occurrence of positive emotions at work.

Article

Moral Emotions in Political Decision Making  

Eran Halperin and Noa Schori-Eyal

Moral emotions such as guilt, shame, and pride play a central role in motivating and regulating many of people’s thoughts, feelings, and behaviors. When moral emotions are experienced on behalf of one’s group, they can have a deep impact on intergroup relations as well, particularly in situations of intergroup conflict. If society members feel that they, due to their association with the group, are responsible for the disproportional and illegitimate suffering of outgroup members, they may experience moral emotions like guilt and shame. These emotional responses can potentially motivate society members to enact a range of political response tendencies, varying from pure defensiveness, resulting in opposition to any relevant compromise, to sincere willingness to offer an apology or to compensate the outgroup. Of these group-based emotions, guilt has the greatest potential to contribute to the amelioration of intergroup relations in violent, protracted conflicts. Group-based guilt requires the fulfillment of several conditions, including perceived responsibility for the offense; a specific composition or level of identification with the transgressing group; and appraisal of the guilt-inducing action as unjust, immoral or unfair. Group-based guilt is not a prevalent emotion, and various defense mechanisms are frequently employed to curb it. However, when it does arise the experience of guilt in the name of the group can be an important factor in motivating individuals to support policies aimed at compensating victimized groups and their society, either through material reparations or more symbolic gestures such as formal apologies for the harm incurred. Guilt-driven ameliorative actions such as formal apologies or monetary compensation are an important step towards conflict resolution and reconciliation. While up-regulation of group-based guilt is a challenging process, several research directions demonstrate that this emotion can be induced and harnessed to promote conflict resolution and more harmonious intergroup relations.

Article

Organizational Neuroscience  

Sebastiano Massaro and Dorotea Baljević

Organizational neuroscience—a novel scholarly domain using neuroscience to inform management and organizational research, and vice versa—is flourishing. Still missing, however, is a comprehensive coverage of organizational neuroscience as a self-standing scientific field. A foundational account of the potential that neuroscience holds to advance management and organizational research is currently a gap. The gap can be addressed with a review of the main methods, systematizing the existing scholarly literature in the field including entrepreneurship, strategic management, and organizational behavior, among others.

Article

Liking and Loving  

Margaret S. Clark, Chance Adkins, and Brian Bink

There is no single, correct, conceptual definition of liking or of loving, nor is there any one correct way of differentiating them. These terms have been used in a wide variety of ways by lay persons and scholars alike to refer to some type of attraction toward another person—a positive evaluation toward another, positive feelings when around another, and a pull toward being and interacting with another. Both liking and loving can be defined as attitudes, emotions, and motivations. Increasingly and very importantly, scholars also have studied people’s ongoing interactions with close partners and have identified intra- and interpersonal processes that occur within these interactions and which, in turn, influence people’s ongoing attraction to each other (and, sometimes, in the case of romantic partners, their attraction or lack thereof to alternative partners outside the relationship). Determinants of attraction may differ at different stages of relationships.

Article

Counterproductive Work Behaviors  

Rosalind H. Searle

Counterproductive work behaviors (CWBs) can be a significant activity within workplaces. Psychological study outlines different perspectives as to why these arise. Traditional views position CWB as an individual factor that enables their detection and nonselection. While deviance may emanate from one person, if left unchallenged it can rapidly spread throughout a workplace, altering the prevailing values, norms, and behaviors, and in the process becoming more enduring and toxic. Alternatively, the source of CWB can emerge outside the individual with a context that depletes the individual’s own regulatory resources. Those engaging in CWB can be unaware of their behaviors, with moral disengagement mechanisms used to reframe cognitions about their activities, which leads to more pervasive collective moral decline. Inhibiting CWB requires active processes of both individual self-reflection and self-regulation, which can be easily derailed in stress-inducing contexts, but are constrained through self-reflection and also social and legal sanctions. However, through the means of selecting and shaping their environments, fear of social sanction can be diminished, actively assisted by colluding networks of silence, that protect and even embolden instigators, further muting their targets, and driving those willing to report out of the organization. In these ways prevailing norms become distorted. Increasingly, a traditional binary notion of “good” and “bad” people is being challenged as oversimplistic, with research showing CWB as a complex process. Its antecedents can be individual, but they may also be situational, or the result of prior “good” deeds. The exploration of four distinct approaches offers very different insights into the antecedents, processes, and outcomes, and potential means to more effectively intervene, and inhibit their occurrence.

Article

Feeling of Emptiness and Religion in America  

John Corrigan

As part of a broader turn in humanities scholarship toward emotion since the late 20th century, scholars of religion increasingly have explored how emotion has been a key component in the lives of religious Americans. The relation of emotion to religious ideas has been particularly important in this nascent scholarship. In exploring how emotions and religious ideas are intertwined, scholars have focused on emotions such as love, melancholy, fear, and anger, among others. However, for reasons having to do with the historiography of American religion, as well as with categories that have governed much academic study of religion in America, the feeling of emptiness, which is so crucial to understanding Buddhism, and other Asian religions, has been underestimated for its role in American religions. In America, the feeling of emptiness plays a central role in religious practice, community formation, and identity construction, among Christians (the religious majority) but also in other religious communities. This essay describes some of the ways in which the feeling of emptiness has been expressed in American religions, and in American culture more generally, comments on how it has been joined to certain ideas at various times, and suggests how it has played a central role in shaping relations between religious groups in a society where religion is disestablished. The approach here is eclectic, blending historical narrative with cultural analysis, and the essay proceeds thematically rather than chronologically. Focusing on the feeling of emptiness allows a fresh perspective on religious practice in America, prompts new questions about belief and community, and enables new lines of interpretation for the development of religious ideas in America. Christians, Buddhists, Jews, and other religious communities in America have distinct ways in which they interpret the feeling of emptiness as a spiritual phenomenon. Religious persons often conceptualize it as an emotional experience of great value. Among Christians, it is important as a sign of an emptying of the self of immorality, distractions, and worldly clutter in preparation for being filled with the grace of God. Accordingly, Christians and others in America have developed spiritual disciplines aimed at cultivating the feeling of emptiness and advancing it to a point where deep longing becomes deep fulfillment. Religious practices involving the body include fasting, which is emptying the body of food, and tears, which empty the body of fluids. Bloodletting is also a notable practice, and, for those who do not cut or otherwise make bloody sacrifice (including war and lynching), bloodletting nevertheless is revered as a model discipline of emptying. There are aspects of sexual practices and the performance of work that also are exercises in self-emptying. All such disciplines are expected to prompt and enrich the feeling of emptiness. The severe fast, the deep feeling of emptiness, the desperate longing, the distancing from God becomes, paradoxically, a drawing closer to God. From the earliest settlement of North America, white Europeans and their descendants constructed the emptiness of the land to match the emptiness of their souls. Americans claimed to feel space. They expressed the spiritual feeling of emptiness in ideas about North America as a barren desert, crying to be filled by colonists and their descendants. The Great American Desert, a fiction created in the early 19th century, was one way in which Americans continued to imagine space as empty and themselves, as God’s exceptional nation, as the agents of fullness. American fascination with millennialism was a valorization of the fullness of eternity over the emptiness of history. Millennial movements and communities in America felt time as they did space, and when American Christians felt historical time they felt its emptiness. Americans have constructed elaborate and richly detailed depictions of the end as they look forward to a time when empty time will become eternity, fullness. Christian groups in America, populated by persons who cultivate emptiness, have defined themselves largely by saying what they are not. Both persons and communities, invested in the feeling of emptiness, mark personal and collective boundaries not by projecting into the social world a pristine essence of doctrine so much as by pushing off from other groups. Committed to emptiness, there is little to project, so the construction of identity takes place as an identification of Others. Such a process sometimes leads to the demonization of others and the production of identity through the inventorying of enemies.

Article

Memorialization and Religion in America  

Adam M. Ware

Monuments, memorials, and museums mark America’s landscape and define both the purpose of spaces and the actors who inhabit them. From the earliest colonial encounters to the new age of mass trauma, memory and its cultural accretions have conferred meaning and denied agency at the intersections of economics, politics, culture, and religious habit. Inasmuch as battlefield memorial sites and statues to fallen soldiers generate community identity through demands for consensus memories and prescribed reactions, national memorials also reflect the diversity, contestedness, and political derivation of those consensuses and those memories. Memorials form physical sites for cultural rupture and ritual redress. Memorialization ritualizes behaviors, standardizes emotional expressions, and regulates the terms on which Americans orient themselves relative to one another. Whether staging mock funerals for an English king or leaving flowers and notes at a site where forty-nine young people lost their lives, death forms a key experience responsible for memorial motivation, but celebrations of independence and victory also produce parades, festivals, and active memorial traditions. In the flows of past and present, life and death, preservation and change, and sanctity and secularism, memorial objects, processes, and behaviors mark and are marked by the historic developments in American religious and civil life.

Article

Emotion in American Religions  

John Corrigan

Emotion is an important part of religions in America. There is great diversity among emotional styles. Some groups are highly emotional, others relatively low in emotional expression, and some occupy a middle ground. Religious life is characterized by cultivation and expression of many emotions. Four that are of particular importance for Americans are wonder, empathy, anticipation, and the feeling of emptiness. Some emotions are treated as commodities. The study of emotion in religion enables fresh perspectives on the interwovenness of emotion, religion, and culture. The investigation of the emotional lives of religious persons in America can be advanced through study of persons’ reporting of their experiences alongside research bearing on cultural expectations for emotional life.

Article

The Affective Turn in Educational Theory  

Michalinos Zembylas

The “affective turn” in the humanities and social sciences has developed some of the most innovative and productive theoretical ideas in recent years, bringing together psychoanalytically informed theories of subjectivity and subjection, theories of the body and embodiment, and political theories and critical analysis. Although there are clearly different approaches in the affective turn that range from psychoanalysis, poststructuralism, (post-)Deleuzian perspectives, theories of the body, and embodiment to affective politics, there is a substantial turn to the intersections of the social, cultural, and political with the psychic and the unconscious. The affective turn, then, marks a shift in thought in critical theory through an exploration of the complex interrelations of discursive practices, the human body, social and cultural forces, and individually experienced but historically situated affects and emotions. Work in this area has become known as “critical emotion studies” or “critical affect studies.” Just as in other disciplinary areas, there has been a huge surge of interest in education concerning the study of affect and emotion. Affect and emotion have appeared and reappeared in educational theory and practice over the past several decades through a variety of theoretical lenses. For psychologists working with theories of cognition, for example, the meaning of these terms is very different compared to that of a sociologist or philosopher using social or political theories of power. In general, psychologists investigate emotional states and their impact on the body and mind/cognition, whereas “affect” is a much broader term denoting modes of influence, movement, intensity, and change. Within these two meanings—a more psychologized notion focused on the “emotions” as these are usually understood and a more wider perspective on “affect” highlighting difference, process, and force—the affective turn in education expands our thinking and research by attempting to enrich our understanding of how teachers and students are moved, what inspires or pains them, how feelings and memories play into teaching and learning. The affective turn, then, is a particular and particularly focused set of ideas well worth considering, especially because it enables power critiques of various kinds. What the affective turn contributes to education and other disciplines is that it draws attention to the entanglement of affects and emotions with everyday life in new ways. More importantly, the affective turn creates important ethical, political, and pedagogical openings in educators’ efforts to make transformative interventions in educational spaces.