The emotions that stay in the classroom: the affective turn in education

Context and relevance. For a long time, emotions were viewed as an obstacle to learning, and the educational process was understood primarily as a cognitive endeavor. However, in recent decades, the humanities and social sciences have undergone an affective turn, as a result of which emotions are now regarded as an integral part of pedagogical interaction. Contemporary research shows that students’ emotional states directly influence motivation, attention, memory, and academic performance. Objective. To analyze the philosophical foundations, neuroscientific findings, and pedagogical consequences of the affective turn in education, and to explore the potential of emotions as a resource for learning and teaching. Methods and materials. This article presents an interdisciplinary review that includes analysis of philosophical texts (B. Massumi, S. Ahmed, G. Deleuze, F. Guattari), findings from affective neuroscience (A. Damasio, M.H. Immordino-Yang), empirical research in educational psychology (R. Pekrun), and affect-oriented pedagogical practices (SEL, trauma-informed education). Results. The study demonstrates that emotions permeate all levels of the educational experience — from neurophysiology to classroom culture. Conclusions. The affective turn in education deepens our understanding that learning is not only a cognitive task but also a bodily-emotional experience. Recognizing the role of emotions invites a fundamental rethinking of pedagogical practice.

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