Emotions in the classroom: introducing a pedagogy of hope

Course description

In this course we explore learning methods that can support sharing, reflection and processing of emotions around global uncertainty, climate change, ecological and social decline/loss/impairment. Here you can read a report about the course from one of the previous participants.

Increasingly, staff and students are confronted with confronting realities throughout their study program or research efforts and may experience various levels of anxiety or emotional despair. Other students may respond to the vastness of global challenges by numbing their emotional reactions and their sense of responsibility. Bringing emotional reactions to global realities together in the classroom is challenging and boundary crossing. However, it aligns with WUR's vision of educating responsible change makers for science and society, suggesting a  ‘whole person’ approach to learning in which personal development of values, motivation, care and responsibility are actively supported in class. 

It is usually beyond the scope of an academic lecture to address emotional reflection and processing. However, teachers can also no longer ignore the reality of deeper emotional levels reaching the surface in class or in conversation with students. This course can support teachers to better understand and be prepared for emotional responses.

In three days, this module dives into key concepts, methods and facilitation skills of working with emotions in class. The main methodology of the course derives from the Active Hope work of Joanna Macy, helping to understand heavy emotions as expressions of care that can be regulated to result in motivation and empowerment. The role of nature as a regulating environment, as well as establishing healthy sharing opportunities, are principles that will be explored. A set of broadly useable methods are offered to firstly experience together and secondly use as inspiration for course implementation.

This course is related to and works well together with the other activities around nature-inclusive teaching:

• Nature Inclusive Education: Learning through connection and worldviews regarding human-nature relations. Consisting of self-study and several moments of exchange and reflection
• Community of practice activities: course & curriculum design workshop on the translation of the learning from earlier models into course and/or curriculum design.[LK1] [LK2] 

These modules have been developed and will be co-taught in collaboration between NatureCollege foundation (Lian Kasper and Louise van der Stok) and TLC (Marca Gresnigt, Hubertie Kroon, Ellen Torfs, Marieke van Schaik).

Target group

We welcome all educators who recognize a need to acknowledge emotional realities in the classroom and to support students more effectively in their teaching and/or interaction with students. (Teachers, study advisors, programme committee members)

Also educators from universities affiliated with the Professional Development Exchange Hub are welcome to join the course.

Pre-requisites for this module

It is supportive but not required to have followed the course

Module 1: onboarding module on nature inclusive education and worldviews regarding human-nature relations.

Learning outcomes

After the successful completion of this module you will be able to:

• Recognise and respond to diverse emotional responses to social-environmental concerns
• Experience your personal emotions around social-environmental concerns and how they affect you and your teaching
• Distinguish when and how to appropriately make space for emotional responses in class

Additional goal:
Experience several methods to acknowledge and make space for the emotional aspects of social-environmental issues in class