When faculty and students consider
wicked problems such as climate disruption and systemic racism, they use conceptual and affective ways of knowing, the
latter of which require navigating difficult and unpredictable terrain.
Students may struggle to engage their emotions, and faculty’s own affective
responses may be difficult for them to process. Together we’ll consider several
questions, including: How can instructors both hold their own affective
knowledge and space for students to express and integrate multiple knowledges?
What are the potential risks and benefits of exploring porous boundaries
between knowledge that has been framed as objective and subjective, and how might
boundary crossing enable ethical knowledge and action? What professional
development and community practices might help faculty to prepare for and
process this integrative work? Participants in the session will gain tools for
their own classrooms or professional development spaces, as well as reflections
on the affective dimensions of learning.