Uncovering the Invisible Forces Shaping Educational Dynamics in School Settings

Understanding the distinction between affects and emotions is essential for analysing school dynamics. While emotions are subjective, conscious experiences tied to specific social contexts, affects are pre-conscious, bodily forces that shape the atmosphere of classrooms. This paper draws on Hartmut Rosa’s concept of resonance and Randall Collins’ theory of emotional energy to explore how both affect and emotion influence educational interactions (Wetzel, Affektregister der Gegenwart, 2024).

Rosa’s theory of resonance (Resonance, 2019) emphasizes how meaningful emotional engagement between teachers and students fosters moments of connection and energy. Emotions emerge from reciprocal interactions, driving motivation and learning. Affects, however, operate beneath the surface, shaping the classroom atmosphere before emotions manifest. Positive affects, like excitement, create fertile ground for emotional resonance, while negative affects, such as tension, block this resonance, leading to alienation.

Collins’ theory of emotional energy (Interaction Ritual Chains, 2004) complements this, focusing on how emotions are generated or drained through social rituals. Successful rituals, characterized by alignment and shared focus, generate high emotional energy and strengthen group solidarity. However, affective undercurrents determine whether these rituals succeed or fail. For example, a classroom filled with tension can hinder emotional energy, causing disengagement.

Hypothesis 1: Positive affective atmospheres in classrooms enable emotional resonance between teachers and students, enhancing learning outcomes. Research shows that supportive classroom affects lead to greater emotional engagement and improved academic performance (Hagenauer et al., 2023).

Hypothesis 2: Negative affective climates, even when emotions are unspoken, block emotional energy and reduce motivation. Classrooms with underlying affective tensions, like stress, see lower participation and higher emotional exhaustion (Collins, 2008).

My contribution highlights the importance of distinguishing between affects and emotions in understanding how energy flows in educational settings, offering new insights into their combined influence on learning environments.