Abstract
This article discusses and experiments with a psychological constructionist account of the brain basis of emotion—the conceptual act model (Lindquist et al., 2012; Barrett et al., 2014) and the Deleuzian and Guattarian (1987; 2009) philosophical accounts of affect, concept and stratum. Why those two? The conceptual act model theorizes process of meaning making of external and internal sensations including experience of emotions. Deleuze and Guattari, with their accounts, reflect on various patterns of making meaning comprising those that lead to self-/criticism and creativity. Since it is crucial to think about teaching practices that support students in daring to challenge, problematize and generate new meaning of experienced sensations, theories that address meaning making processes are of particular relevance. This article shows that those theories alone and once exposed to an experiment may possibly inspire pedagogical undertakings that aim to create self-/critically-creative abilities among students, but also add to the ways of conceptualizing subject, body, mind and brain.
Highlights
This article states that it is of the vital importance that students are able to be self-/critical and creative resisting existing habits and opinions (Waaldijk & Just, 2010)
Though critical and creative abilities, especially in the learning context, constitute the ground for debates (e.g., Chapman & O’Neill, 2010; Biggs & Tang, 2007) in this article they are approached as a particular capacity to challenge, problematize and generate new meaning of experienced external and internal sensations including experience of emotions
This text brings to the fore the theories that address meaning making processes and may inspire novel pedagogical undertakings, and add to the ongoing theorizing of brain, body, mind and subject
Summary
This article states that it is of the vital importance that students are able to be self-/critical and creative resisting existing habits and opinions (Waaldijk & Just, 2010). Since it is crucial to think about teaching practices that support students in daring to challenge, problematize and generate new meaning of experienced sensations, theories that address meaning making processes are of particular relevance Those theories alone and once exposed to an experiment may possibly inspire novel pedagogical undertakings that aim to create self-/critically-creative abilities among students, and add to the ways of conceptualizing subject, body, mind and brain. This shows that it cannot be predicted how process of meaning making will proceed/develop It depends on conceptual knowledge, executive attention and internal and external sensations how-what is experienced-will become conceptualized. This highlights again the import of one’s experience, embodiment and embeddedness (past and present) in process of meaning making
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