What is the Perceived Lived Experience of Emotionally Informed Learning?

This thesis presents, by means of a phenomenologically based qualitative enquiry, the perception of the lived experience of emotionally informed learning (EIL) in relation to the formation and transformation of learner identity. The underpinning conceptual framework of emotions, identity and transformative learning is critiqued and inform the study. A position stemming from the theoretical perspectives of neuroscience and emotional embodiment has been taken, focussing particularly on the work of Damasio (2010, 2018), Panksepp (2011) and Narvaez (2014). Within the field of Transformative Learning, the work of Mezirow (1978) and others is considered and an alternative understanding of Transformative Learning is proposed where the pre-reflective emotion is the focus of the transformation of learner identity. The phenomenological based qualitative approach facilitated the focus on the individual participant’s perception within the research process. Data was collected using images and phenomenologically informed semi-structured interviews from ten participants within higher education and elite sport. A thematic analysis of the data provided the representation of the perceived lived experience of emotionally informed learning. The research findings illustrate that the perceived lived experience of emotionally informed learning (EIL) is one where the learner identity can be transformed through a change in the pre-reflective emotions. The findings show that transformation for the learner is facilitated by their retaining control over the process of change, recognising their emotional response to an aspect of learning, allowing for the transformation of the emotion through playing with different possible emotions in a loving environment. The claim to knowledge made is an alternative interpretation of transformative learning relating specifically to transformation of learner identity. The proposed impact of this new knowledge is explored with reference to learners and those facilitating learning, to identify the practices and conditions that can be created to foster the possibility of choosing a new learner identity.