From Dr. Mary Helen Immordino-Yang from USC. Literally, she means embodied – the two are not able to be separated. Here’s three more:

“Emotions are not add ons that interfere with cognition.”

“The message from social and affective neuroscience is clear: no longer can we think of learning as separate from or disrupted by emotion, and no longer can we focus only at the level of the individual student in analyzing good strategies for classroom instruction.”

“…help educators move beyond the oversimplified “neuromyths” that have abounded in education (Goswami, 2004, 2006), replacing these with a set of strategies for fostering the sound development of academic emotions (Pekrun, Goetz, Titz, & Perry 2002) through the use of emotionally relevant and socially contextualized educational practices (Brackett, Rivers, Shiffman, Lerner, & Salovey, 2006). “

Academic emotions. What a key concept ripe with possibilities! I don’t have fully formed reactions to this yet but what a great area to spend more time on. Can’t resist mentioning too that it feels significant to me that words and language are being used here as a tool to reframe this discussion. Simply describing the phenomenon, combining the words ‘academic’ and ‘emotions’, helps paint a picture of the combination of two disciplines which is very powerful.

I included her link here the other day but here it is again. This page links to her publication page.

http://www-rcf.usc.edu/~immordin/