Learning by passion. Tracing a passionate dimension within the negativity in learning in philosophy of education
Learning by passion. Tracing a passionate dimension within the negativity in learning in philosophy of education

Summary/Abstract: Although the phenomenon of negativity is central to any understanding of human learning, the term ‘negativity’ brings about misunderstandings and a lack of clarity. As Burgos states, “the very issue of negativity tends to be viewed in a negative way because of its association with certain moral or epistemic values” (Burgos 2004: 430). Our contribution discusses the relation of learning and passion (Leidenschaft*) within the negativity of learning. Arguing the possibilities of classical Greek understanding of pathos as passion, we use the term ‘passion’ following the Greek understanding of pathos2 and the German understanding of Leidenschaft*. Contrary to modern thinking, passion in the Greek ‘tradition’ is not understood as a subjective feeling but – far from that – as an indomitable experience one cannot fl ee from. In this respect, Bernhard Waldenfels clarifi es that one does not have passion (pathos) as one ‘has’ a feeling.3 One is, however, committed to a passion that has happened to oneself. Being committed to passion, learning is set in motion. By focusing on the dimension of passion, we intend to explore the relevance of passion in the process of learning. The article will explore the question of how learning gathers momentum from negativity of experience. Therefore, the passionate aspects of learning will be reconsidered and refl ected upon as an investigation into historical and philosophical traces. We intend to present new perspectives on learning in educational theory stressing the constitutive aspects of passion (Leidenschaft*) in learning. Our analysis also aims at clarifying the process (Vollzug*) of learning in the discourse of educational sciences, precisely in the discourse of philosophy of education.

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