• Affect: knowledge, communication, creativity and emotion

      Ecclestone, Kathryn; Hayes, Dennis; Oxford Brookes University; University of Derby (Futurelab, 2008-12)
      Concerns about emotional well-being have recently become the focus of social policy, particularly in education settings. This is a sudden and unique development in placing new ideas about emotion and creativity and communication in curriculum content, pedagogy and assessment, but also in redefining fundamentally what it is to ‘know’. Our report charts the creation of what we call an ‘emotional epistemology’ that may undermine all previous ideas about epistemology, draws out implications for educational aspirations and purposes and evaluates potential implications for these aspirations and purposes if trends we identify here continue into the future.
    • Changing the subject: the educational implications of developing emotional well‐being

      Ecclestone, Kathryn; Hayes, Dennis; Oxford Brookes University (2009-05)
      Claims that emotional well‐being is synonymous with successful educational practices and outcomes resonate with contemporary political portrayal of well‐being as integral to ‘social justice’. In Britain, diverse concerns are creating an ad hoc array of therapeutic interventions to develop and assess attributes, dispositions and attitudes associated with emotional well‐being, alongside growing calls to harness subject content and teaching activities as vehicles for a widening array of affective outcomes. There has been little public or academic debate about the educational implications of these developments for the aspirations of liberal humanist education. This article addresses this gap. Drawing on philosophical, political and sociological studies, it explores how preoccupation with emotional well‐being attacks the ‘subject’ in two inter‐related senses; the human subject and subject knowledge. It argues that it is essential to challenge claims and assumptions about well‐being and the government‐sponsored academic, professional and commercial industry which promotes them.
    • The dangerous rise of therapeutic education

      Hayes, Dennis; Ecclestone, Kathryn; Oxford Brookes University (Routledge, 2008-06)
      The silent ascendancy of a therapeutic ethos across the education system and into the workplace demands a book that serves as a wake up call to everyone. Kathryn Ecclestone and Dennis Hayes' controversial and compelling book uses a wealth of examples across the education system, from primary schools to university, and the workplace to show how therapeutic education is turning children, young people and adults into anxious and self-preoccupied individuals rather than aspiring, optimistic and resilient learners who want to know everything about the world. The chapters address a variety of thought-provoking themes, including •how therapeutic ideas from popular culture dominate social thought and social policies and offer a diminished view of human potential •how schools undermine parental confidence and authority by fostering dependence and compulsory participation in therapeutic activities based on disclosing emotions to others •how higher education has adopted therapeutic forms of teacher training because many academics have lost faith in the pursuit of knowledge •how such developments are propelled by a deluge of political initiatives in areas such as emotional literacy, emotional well-being and the 'soft outcomes' of learning The Dangerous Rise of Therapeutic Education is eye-opening reading for every teacher, student teacher and parent who retains any belief in the power of knowledge to transform people's lives. Its insistent call for a serious public debate about the emotional state of education should also be at the forefront of the minds of every agent of change in society… from parent to policy maker.