The Learning Development Project

We talk about wanting to empower our students, but what does that really mean? For Laura Dyer, it means that we are the ones holding the power and we extend it to our students – whereas what we could and should be doing instead is helping students to tap into the power that they already have. This makes power such an important outcome of the humanistic pedagogy model she has developed, which brings together People, Place and Compassion to support students in accessing their power. A humanistic approach aims to teach the whole person, not the subject. It also acknowledges that emotions are central to the learning process and can impact its outcomes both positively and negatively. And what is it like for us, as teachers? As people in a learning environment, we also want to enjoy what we do and have self-compassion as we do it. Content might be king, but perhaps it’s time that the people teaching and learning it took its place!
The resources we mentioned
Mihalyi Csikszentmihalyi’s ideas about flow and its contribution to happiness
Maslow’s Hierarchy of Needs
The Montessori method
Pekrun, R. (2014). International Handbook of Emotions in Education. Routledge
Rogers, C. ‘The Interpersonal Relationship in the Facilitation of Learning’, In M. Thorpe, R. Edwards and A. Hanson (eds.), Culture and Processes of Adult Learning, London and New York: Open University, (1993 (first published in 1967)), pp. 228-242. 
Shahjahan, R. A. (2015). Being ‘lazy’ and slowing down: Toward decolonizing time, our body, and pedagogy. Educational Philosophy and Theory, 47(5), 488-501, https://doi.org/10.1080/00131857.2014.880645
And the publication we talked aboutDyer, L. (2025). A humanistic approach to English for academic purposes pedagogy: people, place, compassion, power. Springer Nature.

All learning is social, but not all learning is social learning. For Etienne and Beverly Wenger-Trayner, the distinction between the two lies in three crucial factors: the pursuit of learning to make a difference; the engagement of uncertainty; and the paying of attention to what might emerge. Learning then becomes embodied, the engagement of the whole person in their world and a willingness to shape and respond to that world. More than just the content of learning, their idea of systems convening asks, who am I in the world, using this content to change things? Identity is therefore central to learning and indeed gives it its power, in that it is not just about learning what to do, what to say, what to think, but about how we experience the world. The landscape of learning is a place of potential, and in experiencing it, in turn it offers us new ways of seeing and experiencing ourselves. 
And yes, this may seem very theoretical. But as Etienne points out, learning theory matters. It’s how we recognise learning, how we support it, and how we assess it. Our only task is to decide how we might make it our own.
The publication we talked about
Wenger-Trayner, E. and Wenger-Trayner, B. (2021). Systems convening: A crucial form of leadership for the 21st century. The Social Learning Lab. Available from: https://www.wenger-trayner.com/systems-convening-book/

What has philosophy got to do with learning development? And why should learning development be concerned with philosophy? For Jason Eyre – indeed, for all philosophers – philosophy gives us new ways to think about things and new concepts we can work with, to understand not necessarily the answer to a question (such as, What is LD?) but alternative ways we can engage with that question. Jason (with some help from his cat, Peppercorn, who you might hear in this episode) wants LD to consider its tendencies more than its boundaries, its connectedness more than its categories. When we don’t pin something down, we can focus instead on our commonalities. The world is ever changing and higher education changes with it; rather than be left behind in our rigid definitions, by situating ourselves in our contexts we can stay responsive. And by keeping our emphasis on relationality, and the communities in which we work, we can find resilience in each other, boost each other’s agency, and discover joy. Surely such a gift is worth spending some time with Deleuze? Failing that, spend it with Jason; you won’t regret it. 
The resources we mentioned
Dhillon, S. (2025). Book review: Eyre, J. (2025) Learning Development in higher education: crisis, practice, and power in the 21st century university. Singapore: Springer. Journal of Learning Development in Higher Education, (38). https://doi.org/10.47408/jldhe.vi38.1819
Didion, J. (2021). Why I write. Literary Hub. Available at: https://lithub.com/joan-didion-why-i-write/ 
Spinoza: a useful introduction is available from the Stanford Encyclopedia of Philosophy. You might find the section on Virtue and Happiness particularly useful. 
For an introduction to the concept of the virtual vs the actual, as conceived by Bergson and developed by Deleuze, this short article in Epoche Magazine will give you plenty of text to dwell with!
And the publication we talked about
Eyre, J. (2025). Learning Development in Higher Education: Crisis, Practice, and Power in the 21st Century University. Springer, https://doi.org/10.1007/978-981-96-8802-9

Belonging is one of those abstract concepts that seems to be something whose meaning we can all relatively easily grasp, but when we come to look at it more closely, actually appears to be much more slippery and elusive. Belonging itself is an objective fact about an individual’s membership of a group or community. A sense of belonging – that mysterious element that occupies us in this conversation – is that individual’s subjective relationship with the group or community to which they belong. So before we can measure or even examine someone’s sense of belonging, we must first ensure we know what we are talking about, and that that person shares that understanding. And what would we do with that measurement, anyway? A lack of sense of belonging is not an easy fix, and not something that everyone would want fixed, anyway; a sense of belonging is not obligatory, nor is its lack necessarily a problem. Why worry about it, then? Because the Venn diagram of sense of belonging and engagement has a large intersection, and therefore, in the eyes of this particular Venn, a problem worth solving.The resources we mentioned
Booth, W.C. (1995). The craft of research. The University of Chicago Press. NB 1st edition recommended - try World of Books!
Kaminski, R. (2025). The gift of not belonging: How outsiders thrive in a world of joiners. Scribe.
Chapters specifically mentioned by Ed from his book are those by:
Stacey Mottershaw, Rachael O'Connor, Nadine Cavigioli: A collaborative autoethnographic reflection on social class and student belonging in higher education

Kathleen Quinlan: Belonging and engagement in higher education literature

Ayoola Johnson: Seeking belonging in higher education

Terrell Strayhorn: Social engagement and students’ sense of belonging

Edward Venn, Karen Burland, Boroka Javor: Challenging dominant discourses

And the publication we talked about
Ahn, M.Y, Venn, E. and Lowe, T. (Eds.) (2025). Student Belonging in Higher Education: Perspectives and Practice. Routledge.

How do we make the body not only our partner in learning, but our friend? And why would we even want to? The mind-body dualism espoused by Descartes in the 17th century continues to influence our thinking today, with the body – or more specifically, the emotions it houses – often represented as an obstacle to rational thought and therefore its enemy. This is little more than an enduring misogyny that positions emotions – the body – as feminine, irrational, and undesirable, and thought – the mind – as masculine, rational, and desirable. Yet we are all subject to this discourse, all of us alienated by western culture from our bodies and our emotions. Some of us find our way back, to connect what Lisa Clughen cites as ‘the intelligence of the flesh’ with cognition. Lisa strongly believes we should celebrate our embodiment and recognise its centrality to our learning and thinking processes. How many of us have walked or moved to help ease a thought into consciousness? How many have felt the excitement, the joy, when someone has praised something we have done? Similarly, we can aim to induce feelings of awe, interest, joy, amusement in our students to stimulate an emotional and more memorable response to their learning. And perhaps in doing so we can reconnect with our own bodies and our own emotions, and truly engage with the joy of learning and teaching. The resources we mentioned

Bordo, S. (1993). Unbearable weight: Feminism, Western culture and the body. University of California Press. 
Clughen, L. (2002), ‘Lorca's anorexics: hunger strike in the cause of selfhood’, Bulletin of Hispanic Studies, 79: 3, pp. 309-324. https://doi.org/10.3828/bhs.79.3.4 
Clughen, L. (2014). ‘Embodied writing support’: the importance of the body in engaging students with writing. Journal of Writing in Creative Practice 7(2), pp.283-300. Available from:  https://www.advance-he.ac.uk/knowledge-hub/embodied-writing-support-lisa-clughen
Dana, D. Rhythm of regulation. Available from https://www.rhythmofregulation.com/glimmers 
Elbow, P.  (2012). Vernacular eloquence: What speech can bring to writing. Oxford University Press. 
Forster, E.M. (1909). The machine stops. Available from: https://www.cs.ucdavis.edu/~koehl/Teaching/ECS188/PDF_files/Machine_stops.pdf 
Fredrickson, B.L. (2004). The broaden-and-build theory of positive emotions. Philosophical Transactions of the Royal Society of London B, Biological Sciences 359(1449): 1367-78. doi: 10.1098/rstb.2004.1512
Grosz, E. (1995). Space, time and perversion: The politics of bodies. Routledge. 
hooks, b. (1994). Teaching to transgress: education as the practice of freedom.  Taylor and Francis.
Immordino‐Yang, M. and Damasio, A. (2007) We feel, therefore, we learn: the relevance of affective and social neuroscience to education. Mind, Brain, and Education, 1(1), pp.3-10.
Available at: https://doi.org/10.1111/j.1751-228X.2007.00004.x
Neff, K. Self-compassion on her YouTube channel: https://www.youtube.com/@NeffKristin 
Orbach, S. (2010). Bodies. Profile Books
Rogers, C. ‘The Interpersonal Relationship in the Facilitation of Learning’, In M. Thorpe, R. Edwards and A. Hanson (eds.), Culture and Processes of Adult Learning, London and New York: Open University, (1993 (first published in 1967)), pp. 228242. 
Shilling, C. (1993). The body and social theory: Theory, culture and society. Sage Publications
Suzuki, W. (2015). Healthy brain, happy life. Dey Street Books.
Woolf, V. (1930). Streethaunting: A London adventure. Available from: https://www.literaturecambridge.co.uk/news/street-haunting 
And the article we talked aboutClughen, L. (2025). Eros in the classroom and beyond: cultivating positive emotions for learning, teaching and wellbeing in higher education. Journal of Learning Development in Higher Education, (35). https://doi.org/10.47408/jldhe.vi35.1348