Towards a Phenomenological Pedagogy of Feeling-thinking

Abstract

This article argues that some forms of affective metacognition as described in philosophy and pedagogy can be conceived as non-conceptual, embodied and decolonial. We start from the notion of metacognitive feelings experienced by embodied and situated agents, to propose the concept of metacognitive sentiments. We argue that the knowledge of the body from decolonial epistemologies allows us to base a pedagogy of feeling based on affective learning processes, capable of generating or re-learning habits with a transformative potential. We emphasize the need to cultivate strategies of embodied agency as part of educational methodologies that influence patterns of bodily awareness, capacities for (self-)reflection on our being-in-the-world, and the development of inter-affectivity. We insist that feeling-thinking is useful for solving the situated problems we face in Latin America. Finally, we propose a methodology that fosters its cultivation.