{'fraction_non_alphanumeric': 0.011822660098522168, 'fraction_numerical': 0.0, 'mean_word_length': 5.864864864864865, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Undramatic emotions in learning

Understandings of emotion in late modernity are described as increasingly complex, emphasising the individual and describing the centrality of emotions to reasoning. This chapter illustrates this increasing complexity by detailing a study of emotion that seeks to understand emotional experiences as an intertwined and inseparable individual-collective phenomenon. Our methodological approach emphasises the tension between sociality and individuality, as we study particular instances of experience involving bodily movements, ideas and internal feelings that are evident to us, in the micro-detail of social interactions. The outcome of our study is a sociological model that develops language and conceptualisations to better understand the complexity of emotions, reasoning and cognition in learning contexts. We highlight this model as an example of a shift in sociological thought about emotions that is redefining the way we understand emotional experience in late modernity.