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Emotions and transformative learning for sustainability: a systematic review
https://orcid.org/http://orcid.org/0000-0003-2128-8800
https://orcid.org/http://orcid.org/0000-0002-9176-318X
https://orcid.org/http://orcid.org/0000-0001-6482-4226
As multiple global sustainability crises are getting more severe and existential, a better understanding of how people undergo deep personal transformations related to sustainability is needed. In the educational debate on sustainability learning, transformative learning theories are widely used. To analyze specific phases of transformative learning, we derived five meta-phases from the literature (novel experience, reflection, social exchange, shift of action, shift of meaning). Although human emotions often arise during the confrontation with sustainability issues and are central to moral action, no substantial, theorized understanding of the role of emotions within sustainability-related transformative learning exists to date. We conducted a systematic review (following the PRISMA guidelines) and screened 355 publications to close this research gap. After applying the exclusion criteria, the in-depth analysis of 20 studies showed that sound theoretical references to theories of emotion and transformative learning are rare. The review shows clearly that diverse emotions permeate sustainability-related transformative learning processes. Among these are both negative emotions to novel learning experiences concerning sustainability (e.g., sadness, shame, disgust, guilt) as well as positive emotions in the context of social exchange (e.g., awe, gratitude, fun) and associated with newly formed actions (e.g., fulfillment, pride). Accordingly, to enable emotionally positive learning experiences, relationship and action orientation are particularly important within sustainability learning. The analyzed studies call for an educational practice where emotions can be experienced, expressed, and understood in a safe atmosphere. Future research in this area should use more stable theoretical foundations for emotions and transformative learning theory and apply methods that can capture deeper levels of subjective experience.
Emotions and transformative learning for sustainability: a systematic review
https://orcid.org/http://orcid.org/0000-0003-2128-8800
https://orcid.org/http://orcid.org/0000-0002-9176-318X
https://orcid.org/http://orcid.org/0000-0001-6482-4226
As multiple global sustainability crises are getting more severe and existential, a better understanding of how people undergo deep personal transformations related to sustainability is needed. In the educational debate on sustainability learning, transformative learning theories are widely used. To analyze specific phases of transformative learning, we derived five meta-phases from the literature (novel experience, reflection, social exchange, shift of action, shift of meaning). Although human emotions often arise during the confrontation with sustainability issues and are central to moral action, no substantial, theorized understanding of the role of emotions within sustainability-related transformative learning exists to date. We conducted a systematic review (following the PRISMA guidelines) and screened 355 publications to close this research gap. After applying the exclusion criteria, the in-depth analysis of 20 studies showed that sound theoretical references to theories of emotion and transformative learning are rare. The review shows clearly that diverse emotions permeate sustainability-related transformative learning processes. Among these are both negative emotions to novel learning experiences concerning sustainability (e.g., sadness, shame, disgust, guilt) as well as positive emotions in the context of social exchange (e.g., awe, gratitude, fun) and associated with newly formed actions (e.g., fulfillment, pride). Accordingly, to enable emotionally positive learning experiences, relationship and action orientation are particularly important within sustainability learning. The analyzed studies call for an educational practice where emotions can be experienced, expressed, and understood in a safe atmosphere. Future research in this area should use more stable theoretical foundations for emotions and transformative learning theory and apply methods that can capture deeper levels of subjective experience.
Emotions and transformative learning for sustainability: a systematic review
https://orcid.org/http://orcid.org/0000-0003-2128-8800
https://orcid.org/http://orcid.org/0000-0002-9176-318X
https://orcid.org/http://orcid.org/0000-0001-6482-4226
As multiple global sustainability crises are getting more severe and existential, a better understanding of how people undergo deep personal transformations related to sustainability is needed. In the educational debate on sustainability learning, transformative learning theories are widely used. To analyze specific phases of transformative learning, we derived five meta-phases from the literature (novel experience, reflection, social exchange, shift of action, shift of meaning). Although human emotions often arise during the confrontation with sustainability issues and are central to moral action, no substantial, theorized understanding of the role of emotions within sustainability-related transformative learning exists to date. We conducted a systematic review (following the PRISMA guidelines) and screened 355 publications to close this research gap. After applying the exclusion criteria, the in-depth analysis of 20 studies showed that sound theoretical references to theories of emotion and transformative learning are rare. The review shows clearly that diverse emotions permeate sustainability-related transformative learning processes. Among these are both negative emotions to novel learning experiences concerning sustainability (e.g., sadness, shame, disgust, guilt) as well as positive emotions in the context of social exchange (e.g., awe, gratitude, fun) and associated with newly formed actions (e.g., fulfillment, pride). Accordingly, to enable emotionally positive learning experiences, relationship and action orientation are particularly important within sustainability learning. The analyzed studies call for an educational practice where emotions can be experienced, expressed, and understood in a safe atmosphere. Future research in this area should use more stable theoretical foundations for emotions and transformative learning theory and apply methods that can capture deeper levels of subjective experience.
Emotions and transformative learning for sustainability: a systematic review
Sustain Sci
Grund, Julius (author) / Singer-Brodowski, Mandy (author) / Büssing, Alexander Georg (author)
Sustainability Science ; 19 ; 307-324
2024-01-01
18 pages
Article (Journal)
Electronic Resource
English
Transformative learning , Emotion , Sustainable development , Sustainability learning , Education for sustainable development (ESD) , Systematic review Environment , Environmental Management , Climate Change Management and Policy , Environmental Economics , Landscape Ecology , Sustainable Development , Public Health , Earth and Environmental Science
| British Library Online Contents | 2011
| Taylor & Francis Verlag | 2011