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This article follows the thesis that the condition of possibility to perceive social phenomena as educational phenomena is related to affective dimensions. In order to develop this thought, practice-theoretical (1), neo-phenomenological (2), and new-materialist (3) approaches are explored in their inherent possibilities to frame affects in educational research. In their respective orientation, the three theoretical frameworks provide opportunities to explore affective dimensions of the social beyond representationalism and optimisation thinking. With the emphasis on moments of withdrawal and uncertainties, the norms through which educational science research is aligned with the requirement to contribute to the optimisation of education are questioned.

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Affects, Atmospheres, and the Perception of Education. Addressing Methodological Problems in Educational Research with Practice Theory, Phenomenology, and New Materialism

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  • 发表日期：

    2025年

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  • Lars Wicke

摘要

This article follows the thesis that the condition of possibility to perceive social phenomena as educational phenomena is related to affective dimensions. In order to develop this thought, practice-theoretical (1), neo-phenomenological (2), and new-materialist (3) approaches are explored in their inherent possibilities to frame affects in educational research. In their respective orientation, the three theoretical frameworks provide opportunities to explore affective dimensions of the social beyond representationalism and optimisation thinking. With the emphasis on moments of withdrawal and uncertainties, the norms through which educational science research is aligned with the requirement to contribute to the optimisation of education are questioned.