Evolving emotions: The relevance of Martha Nussbaum's theory of political emotions in education

Research on the relevance of emotions in political mobilisation has increased in recent decades. One reason for this may be the increasingly polarised and diversified nature of the political culture in liberal democracies. This thesis contributes to this discussion from the viewpoint of Martha Nussbaum’s philosophical work on political emotions – a perspective that has not yet been comprehensively examined in the field of education. The study aims to explore both the tensions and the possibilities involved in education for political emotions with respect to constructing and pursuing collective political aims. It elucidates how Nussbaum’s work could increase our understanding of the role of political emotions in political mobilisation and provide guidance for education in terms of addressing various social and political challenges. 

This thesis is a theoretical inquiry and employs the methods of philosophical research, including theoretical and conceptual analysis as well as philosophical argumentation. The thesis consists of three interrelated studies that approach the relevance of Nussbaum’s work to education from different angles. Furthermore, through the studies, Nussbaum’s work is discussed in three frameworks of political education: global citizenship education, democratic citizenship education, and human rights education. 

The first study explores how Nussbaum’s work can increase our understanding of the possible harmful effects associated with negative political emotions (such as fear and anger). Drawing from a recent case of educational policy-making in one of the largest cities in Finland, and from Nussbaum’s theory of political emotions, the first study elucidates the problematic consequences that negative political emotions can have for the political culture, educational policy-making, and for global citizenship education. This study also emphasises the importance of following established democratic procedures, policies, and guidelines in educational decision-making. Furthermore, the study argues for the reinforcement of positive political emotions (such as hope and compassion) as a long-term educational objective. 

The second study examines how Nussbaum’s theory of political emotions – more specifically, her understanding of democratic politics and the role of emotions in political mobilisation – may contribute to the contemporary philosophical debates on citizenship education. While the study focuses on contesting agonistic models of citizenship education, it also addresses the limitations of deliberative and liberal theories, and illuminates the relationship of Nussbaum’s theory to these contesting approaches. Drawing from Nussbaum, the second study highlights the important role of political emotions in education for democratic citizenship, yet challenges the centrality of political conflict in citizenship education. It further argues that citizenship education can and should play a part in shaping the way students come to understand the nature of the political: as a collective striving towards shared goals, supported by constructive political emotions, rather than a conflictual relation between ‘us’ and ‘them’. 

The third study focuses especially on envisioning the practical implementations of Nussbaum’s theory of political emotions. The study suggests that the relevance of Nussbaum’s work to education is associated with its potential for offering guidance on how to develop the motivation ultimately needed to work for social justice. In the third study, Nussbaum’s theory, particularly the concept of political compassion, is discussed in the context of human rights education. The study suggests different ways in which the pedagogic capability of narrative imagination, a concept drawn from Nussbaum’s educational account, could be practiced in classrooms when teaching and learning about human rights issues, such as racial discrimination. Therefore, the third study takes the first steps in imagining a ‘Nussbaumian pedagogy’.

As a whole, the thesis proposes that through Nussbaum’s work it is possible to argue that emotions matter for political mobilisation. The study also suggests that a model of citizenship education informed by Nussbaum’s theory of political emotions could contribute to citizenship education theorising by avoiding some of the problems associated with the deliberative, liberal, and agonistic models of citizenship education. Furthermore, the thesis suggests that Nussbaum’s work can provide education with guiding ideals and principles that can have particular relevance in the current theoretical, educational, and an increasingly polarised social and political landscape. Nussbaum’s theory might help in articulating some constructive and solution-oriented suggestions for education that are much needed in our interconnected world that faces global challenges. However, this study finds that Nussbaum’s ideas need to be brought into discussion with the ones articulated by scholars from more critical schools of thought. Furthermore, this thesis argues that while political emotions are focal for political action as well as for education, the nature of different political emotions and their role in society should be critically reflected upon in order to understand both their ambivalences and their possibilities. Only when political emotions are exposed to serious scrutiny, can they be beneficial in education for the good of societies.