Feelings and Emotion-Based Learning:

A New Theory 1st Edition Jennifer A.

Hawkins (Auth.)
Visit to download the full and correct content document:
https://textbookfull.com/product/feelings-and-emotion-based-learning-a-new-theory-1s
t-edition-jennifer-a-hawkins-auth/
More products digital (pdf, epub, mobi) instant
download maybe you interests ...

New Directions of STEM Research and Learning in the

World Ranking Movement: A Comparative Perspective John
N. Hawkins

https://textbookfull.com/product/new-directions-of-stem-research-
and-learning-in-the-world-ranking-movement-a-comparative-
perspective-john-n-hawkins/

Emotion-Driven Innovation: A Methodology to Envision

Emotion-Focused New Product Ideas (Future of Business
and Finance) 1st Edition Alaniz

https://textbookfull.com/product/emotion-driven-innovation-a-
methodology-to-envision-emotion-focused-new-product-ideas-future-
of-business-and-finance-1st-edition-alaniz/

Love: A New Understanding of an Ancient Emotion Simon

May

https://textbookfull.com/product/love-a-new-understanding-of-an-
ancient-emotion-simon-may/

Emotions as Original Existences: A Theory of Emotion,

Motivation and the Self Demian Whiting

https://textbookfull.com/product/emotions-as-original-existences-
a-theory-of-emotion-motivation-and-the-self-demian-whiting/
Ergodic Dynamics - From Basic Theory to Applications
1st Edition Jane Hawkins

https://textbookfull.com/product/ergodic-dynamics-from-basic-
theory-to-applications-1st-edition-jane-hawkins/

Child Protection in England, 1960–2000: Expertise,

Experience, and Emotion Jennifer Crane

https://textbookfull.com/product/child-protection-in-
england-1960-2000-expertise-experience-and-emotion-jennifer-
crane/

From Content-based Music Emotion Recognition to Emotion

Maps of Musical Pieces 1st Edition Jacek Grekow (Auth.)

https://textbookfull.com/product/from-content-based-music-
emotion-recognition-to-emotion-maps-of-musical-pieces-1st-
edition-jacek-grekow-auth/

International relations theory a new introduction

Jørgensen

https://textbookfull.com/product/international-relations-theory-
a-new-introduction-jorgensen/

A Machine Learning based Pairs Trading Investment

Strategy 1st Edition Simão Moraes Sarmento

https://textbookfull.com/product/a-machine-learning-based-pairs-
trading-investment-strategy-1st-edition-simao-moraes-sarmento/
 Jennifer
A.
Haw
kins
-
tion Based
Learning
o
d Em

Fee
an

li ngs
AN y
ew T h eor
Feelings and Emotion-Based Learning
 Jennifer A. Hawkins

Feelings and Emotion-

Based Learning
A New Theory
Jennifer A. Hawkins
Manchester Metropolitan University
Widnes, Cheshire, United Kingdom

ISBN 978-3-319-66055-4    ISBN 978-3-319-66056-1 (eBook)

DOI 10.1007/978-3-319-66056-1

Library of Congress Control Number: 2017955044

© The Editor(s) (if applicable) and The Author(s) 2017

This work is subject to copyright. All rights are solely and exclusively licensed by the
Publisher, whether the whole or part of the material is concerned, specifically the rights of
translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on
microfilms or in any other physical way, and transmission or information storage and retrieval,
electronic adaptation, computer software, or by similar or dissimilar methodology now
known or hereafter developed.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this
publication does not imply, even in the absence of a specific statement, that such names are
exempt from the relevant protective laws and regulations and therefore free for general use.
The publisher, the authors and the editors are safe to assume that the advice and information
in this book are believed to be true and accurate at the date of publication. Neither the publisher
nor the authors or the editors give a warranty, express or implied, with respect to the material
contained herein or for any errors or omissions that may have been made. The publisher
remains neutral with regard to jurisdictional claims in published maps and institutional
affiliations.

Cover illustration: © Jennifer A. Hawkins

Printed on acid-free paper

This Palgrave Macmillan imprint is published by Springer Nature

The registered company is Springer International Publishing AG
The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
 Thank you to all the children, parents, teachers, creative practitioners,
reviewers and colleagues, who shared their feelings and opinions with me as
they constructively criticised and collaborated in our research together. This
book is dedicated to all of you, to learners who have support and particularly
to those who lack it and to our children and grandchildren.
 Foreword by John Cromby

Jennifer Hawkins’ timely book demonstrates how the centrality of feeling

to teaching and learning is at last being recognised and explored. Since
feeling is absolutely integral to thinking and reasoning, her explicit and
insightful exploration of the necessity to include feeling within discussions
of teaching and learning is long overdue.
When people think of feeling, they often think solely of emotions.
Although emotion science still lacks a universally agreed definition of
emotion, there is a broader agreement over the kinds of feeling that emo-
tions involve. Typically, emotion scientists study feelings such as happi-
ness, anger, surprise, sadness, disgust and fear.
Whilst emotions such as these are certainly important for teaching and
learning, the influences of feeling are far wider. Alongside emotions, feel-
ings relevant to learning include those of confidence, certainty, doubt,
hesitancy, excitement, flow, boredom and impatience. These feelings—
which do not typically appear in taxonomies of emotion—will be familiar
to anyone who has ever learned or has ever taught.
Yet the relevance of feeling for teaching and learning goes wider
still. For the processes of reasoning itself, the very processes that teach-
ing aims to develop, train and refine are themselves most fundamen-
tally directed by, and dependent upon, feeling. Strange as it may at first
seem, effective reasoning is continuously dependent upon certain
kinds of feeling. In an age where the information processing metaphor
of thinking is so taken for granted that its metaphorical status has
become all but forgotten, this can at first seem like a peculiar claim to

vii
viii FOREWORD BY JOHN CROMBY

make. But we only need to return to the origins of psychology—one of

the foundational disciplines of education—to find this acknowledged
quite explicitly.
For example, in his ‘Principles of Psychology’, William James talks
about feelings of ‘but’ and ‘and’. He suggests that these feelings guide
and direct thinking and reasoning, and when he says this, it is quite
clear that he is not speaking metaphorically. When James describes a
feeling of ‘but’, he is describing the felt, corporeal sense of not being
able to ‘go with’ an argument or accept a claim. He is describing the
feeling of getting ‘stuck’ at a certain point in an argument, the feeling
of encountering an ‘obstacle’ which prevents the person from simply
going along with a sequence of arguments or ideas. Likewise, when
James describes a feeling of ‘and’, he describes a feeling of inevitable
connection, of things being necessarily conjoined, of a seemingly
obligatory movement of arguments or ideas such that if this is accepted,
that necessarily follows.
In the years immediately following James’ work, behaviourist
psychology—which mostly denied the significances of feelings by casting
them as ‘unscientific’, because not observable—obscured these insights.
Then, in the 1960s, the rise of cognitive psychology and its information
processing metaphor overcame the objection that the study of unob-
servable processes was unscientific and so re-introduced a version of
experience—but one that was largely disembodied, abraded and lacking
any necessary organic substrate. As a result, feeling was still largely
excluded, and on the rare occasions when it did appear was typically
subordinated to cognitive processes.
At the same time, on the margins of psychology and education, some
scholars continued to insist upon the fundamental importance of feeling.
There is in fact a rich tradition of sophisticated and influential intellectual
work by notable scholars including Alfred North Whitehead and Suzanne
Langer, and—more recently—Mark Johnson and John Shotter, to which
feeling is of central and continuous relevance.
In recent years, with the so-called affective turn in psychology, the
social sciences and the humanities, this tradition is at last receiving more
attention (Cromby, 2015). And this is the sense in which Jennifer Hawkins’
insightful book, closely informed by her many years of teaching practice,
is particularly timely. It speaks to an incipient movement in psychology
 FOREWORD BY JOHN CROMBY
   ix

and educational studies that can draw upon these and other intellectual
resources, in order to once again recognise feeling as a central and funda-
mental process within thinking, learning and teaching.

John Cromby

Reference
Cromby, J. (2015). Feeling bodies: Embodying psychology. London: Palgrave.
 Foreword by Mick Waters

On the side of the learner

When someone writes a book about teaching and learning, they hope it
will be read. More than that, though, they hope it will have an influence
and affect the teacher and, in turn, the learner. The author usually wants
to convey something that will strike a chord with the reader in the belief
that this will move the reader into an active participant. In order to con-
nect with the reader, the writer employs their trusted device to nudge the
reader into their direction. The devices used vary: accounts of their own
first-hand experience, the testimonies of learners, case studies and exam-
ples of practice that exemplify the belief, data or research or theoretical
perspectives. Different readers respond to different nudges in a version of
the often derided ‘learning style’ preferences.
As Jenny Hawkins writes, she brings to bear a whole range of nudges
using many perspectives. The combined force of these nudges becomes
more of a concerted shove. It is called a compelling case—the importance
of considering seriously emotions and feelings in the practice of teaching
to better influence the learning that takes place.
Jenny draws on experience. The practising teacher can relate to the
stories of teachers and school refusers. The reader will experience feel-
ings of joy and despair, some of the very feelings that Jenny believes
need to be considered within the quest to help learners to achieve.
Jenny considers why we all, teachers and learners, can without care
become immune to the consequences of our actions. She cites the pres-
sures placed upon schools by policy makers in their desire to retain

xi
xii FOREWORD BY MICK WATERS

power and the risk of people suppressing their inner humanity rather
than exploiting the power of feeling to harness opportunities for learn-
ing and overcoming challenges.
Rather than allowing the book to become a moan against interference
in professionalism, Jenny explores the reasons for emotions and feelings
having to play catch-up in the learning steeplechase. She charts the histori-
cal development of theories of learning and why the person of the learner
came a distant second to the pursuit of success measured in results that
would sift out enough of the workforce to manage and administer the rest.
In the securing of perceived success for a proportion, there was relatively
little consideration of the collateral damage done to the emotional and
social growth of many others. That some seemed to thrive in a bed of
emotional stinging nettles would re-assure the drivers of some strident
approaches to learning that it was the learner, rather than the teacher, who
needed to adapt.
Having put together the history with the theory, Jenny paints a picture
of how things might be different, using theory to substantiate her premise.
Beyond that, she includes examples, case studies, evidence of success and
testimonies. This is not a high-flown reactionary rhetoric; it is a carefully
considered, evidence-based research, with practical applications explained
in an accessible way. The book is authoritative without being pedantic,
deep without being impenetrable, instructive without being patronising
and hopeful about the need for rose-coloured spectacles.
For the reader, the book represents a critical overview as part of a field
of study, and it can equally be of benefit read from front to back or by tak-
ing sections and considering the message in context while returning to the
arguments in a different place to bring a new perspective. For teachers, the
book is that wonderful chance to look at an issue from both ends of the
telescope; to gain perspective by seeing the big picture and then looking
at the fine detail or vice versa.
What is clear is that anyone who reads this book will be challenged,
provoked, affected and enriched. As a result, the life chances of young-
sters will be enhanced as practice in classrooms and schools adjusts to take
better account of feelings and emotions and, further, uses what science
tells us about feelings and emotions to capitalise on learning experience.
The book is on the side of the learner and argues coherently for change
in schooling.
 FOREWORD BY MICK WATERS
   xiii

Enjoy the book. Expect to be nudged and allow yourself to be shoved

towards being the teacher that you want to be.

Mick Waters

Reference
Waters, M. (2013). Thinking allowed on schooling. Camarthen: Independent
Thinking Press.
 Preface

This combination of academic theory and learning stories book evolved

out of a lifetime of learning and teaching—sometimes successful, other
times not so much. Those I was unable to help, memories of whom
remained with me, became an important reason for my research and a
driving force behind my enquiries.
I had worked in busy primary and secondary schools, a remand
prison with young offenders and a secondary school special needs unit,
and I noticed that learners had emotional problems as well as good feel-
ings about their learning. Even if you could not alter their history and
out-of-school situation, how could you aid learning progress in the
moments of teaching opportunity you had? When I looked for guidance
about how to understand these processes, there was none; so I started
researching in 2000.
I realised that in order for my research to be meaningful, it would have
to involve collecting learners’ and teachers’ points of view. I compared and
contrasted these with relevant considerations from sociology, clinical and
neuro-cognitive psychology and philosophy as well as education. I tutored
teenagers and mentored other teachers as we worked—doing collabora-
tive action research together. I gained insights from them as they explored
their feelings about learning.
I studied psychology, where traditional analysis looks for reasons for
mental health difficulties. So it seemed logical to me (as I started off) to
take the approach that there were reasons for school refusers’ emotional
responses to school even when not visible or obvious. Using this pre-
determined attitude (even when I did not feel it!), I discovered that my

xv
xvi PREFACE

intuitive approach altered the dynamic in teaching them and made the
process more productive, even when they and I could not explain why.
I looked at learning theory, influences on UK education and at clinical
cognitive research and found myself developing a feelings learning theory
as I made connections. Feelings and emotions inform us about the way we
see the world. Politicians, academics, especially scientists, educationalists
and practitioners have discounted them for too long. We would all benefit
from more awareness. They should be taken seriously because they can
help us to understand learning difficulty, evidence and justify choices and
record positive success.
Just as evolutionary theory continues to be proved by biologists, this
theory should be continually tested, proved and updated in different ways
and situations for various purposes. My hope is that ‘feelings’ collaborative
research learning theory, in whatever practical guise it is adopted, may be
formally recognised and developed further in the social professions.

Widnes, Cheshire Jenny Hawkins

 Acknowledgements

I would like to express my particular gratitude and thanks to the following

people for their encouragement and advice. In particular to Mick Waters
for his perception of the value of my work, which has helped me to perse-
vere in the task.
Thank you to my invaluable original tutor Rebecca Lawthom and the
late Carol Tindall (sadly missed) who became her joint supervisor for my
PhD research—both of whom listened so constructively in helping me on
my learning journey.
Nancy Barrett, former director of the Creative Partnerships Manchester
Salford—Action Research Programme, in which I was involved as a men-
tor and evaluator from 2004 to 2008.
Anna Craft (1961–2014) who very kindly agreed to be my external
examiner and performed the task on two occasions including generously
giving me a tutorial towards writing this book. She is a great loss to educa-
tion as well as to her family. Peter Gilroy and Carolyn Kagan who, as chairs
of research, became my examiners on separate occasions and gave me the
benefit of the doubt in endeavouring to understand my rather unusual
ideas and aims.
John Cromby and Chris Brown whose interest and support has meant
a lot as reviewers contributing their expertise in their own fields. Also, to
my editor Rachel Daniel for appreciating the possibilities for this book.
Special thanks to David Lobb for his unfailing support, interest and
encouragement, and Julie Ann Walker for her friendship and listening
skills. Finally to Yvonne Metcalf who has given me efficient and friendly
technical help and to Kyra Saniewski for the same reason.

xvii
 Contents

1 Learning Theories and Relevance  1

1.1 Introduction 1
1.2 Experts and Their Attitudes 3
1.3 Normal Development Theory 8
1.4 Social Development Theory10
1.5 Environment Theory12
1.6 The Wider World and Its Influence on Schooling14
1.7 Pressures from Information Technology17
1.8 Conclusion18
References 19

2 Towards a Feelings Learning Theory 21

2.1 Introduction21
2.2 Language21
2.3 Thinking Skills, Strategies and Information Technology23
2.4 Emotions and Consciousness25
2.5 Feelings, Both Physical and ‘Mental’30
2.6 Unworded Thought34
2.7 Conclusion38
References 39

xix
xx Contents

3 Mentoring Research Stories: Teachers’ Stories 43

3.1 Introduction43
3.2 Anna45
3.3 Diana48
3.4 Iben51
3.5 Philip53
3.6 Teresa54
3.7 Sean55
3.8 Lily57
3.9 Jon63
3.10 The Author65
3.11 Conclusion71
References 72

4 Teaching Research: School Refusers’ Stories 73

4.1 Introduction73
4.2 Wayne74
4.3 Cheryl78
4.4 Andrew and Russell83
4.5 George86
4.6 Rachel90
4.7 Tom93
4.8 Conclusion94

5 Evaluation Research: Curriculum Approach Stories 95

5.1 Introduction95
5.2 Primary and Secondary Action Research Projects97
5.3 Creative Writing Project in Primary School A101
5.4 Community Regeneration Project in Primary School B106
5.5 Extending Literacy Project in Primary School C110
5.6 Individual Identity Project in Primary School D114
5.7 Neighbourhood Project in Primary School E119
5.8 School Anniversary Project in Primary School F123
5.9 Conclusion126
References128
 Contents 
   xxi

6 Implications for Education129

6.1 Introduction129
6.2 Collaborative Feelings Action Research130
6.3 Parental Feedback134
6.4 Creative and Reconstructive Learning136
6.5 Positive Learning Behaviours139
6.6 Whole Body Learning147
6.7 Conclusion150
References151

7 Feelings Research: Methods and Analysis153

7.1 Introduction153
7.2 Feelings Action Research154
7.3 Researching Collaboratively157
7.4 Narrative Research161
7.5 Auto-ethnography164
7.6 Symbolic Modelling and Metaphor166
7.7 Ethics167
7.8 Analysis170
7.9 Conclusion172
References173

8 General Conclusion177
References179

Index181
 List of Figures

Fig. 3.1a Anna 45

Fig. 3.1b Anna 46
Fig. 3.2 Diana 49
Fig. 3.3a Iben 52
Fig. 3.3b Iben 53
Fig. 3.4 Sean 56
Fig. 3.5a Lily 60
Fig. 3.5b Lily 61
Fig. 3.6a Connections 68
Fig. 3.6b Which way? 68
Fig. 3.6c Symbolic model 69
Fig. 4.1 Wayne 77
Fig. 4.2 Cheryl 82
Fig. 5.1a School A 101
Fig. 5.1b School A 103
Fig. 5.1c School A 104
Fig. 5.2a School B 106
Fig. 5.2b School B 108
Fig. 5.2c School B 109
Fig. 5.3 School C 110
Fig. 5.4 School D 114
Fig. 5.5 School E 119
Fig. 5.6 School F 123
Fig. 6.1a Feedback 133
Fig. 6.1b Feedback 134

xxiii
 List of Tables

George 2001: Student feedback from work record 88

Rachel 2002: Student feedback from work record 92

xxv
 Introduction

This book compares and contrasts academic learning theories with current
social human learning environments discussing them in relation to mod-
ern cognitive research. It suggests that a feelings learning theory could
inform attitudes about learning and improve our understanding of learn-
ing behaviour. Although there are implications across the humanities for
this theory—the book looks specifically at learning and teaching. The
premise is that feelings, both physical and mental, are rational in individu-
als’ own terms and should be considered—whether or not we agree with
them. The book looks at learning processes and points out that feelings
and emotions appear logical to individuals according to how they see
things in the moment—being based in beliefs, memories and current
mental and physical experiences. Acknowledging feelings during and after
learning experiences can help solve cognitive difficulties, explain confusing
behaviour and help motivation. In my case, this was done as a teacher
doing collaborative research with teenage school refusers, adult students
and class teachers, creative peripatetic tutors and primary pupils. Some of
their difficulties and successes in learning are related as examples of this
type of research—including their own comments or voice snapshots col-
lected over ten years ago and edited for anonymity. It is interesting to see
how their comments can still teach us about similar problems today.
The book begins with two chapters of discussion and an academic argu-
ment for a new learning theory. It goes on to demonstrate how acknowl-
edging feelings during and after learning can change points of view,
develop learning ability, solve difficulties, motivate, justify choices and evi-
dence learning. The stories are intended to encourage the reader to make

xxvii
xxviii INTRODUCTION

their own connections. A discussion of emotional social research methods,

with data collection suggestions, ethical considerations and analysis, is
included at the end. The book may be of interest to students, as well as
teachers, trying to improve their subconscious learning motivations and
skills. In reading it and reflecting on your own research and development,
it might be useful to bear in mind the following. Motivations in thinking
and learning are affected by four areas of fundamental emotional experi-
ence which affect different people differently.

• Old learning events, perhaps long forgotten

• Current living environments
• Feelings arising from and within the learning process in action
• Current physical health

The above are affected by individual genetic difficulties and abilities, dis-
abilities, habits, moods and tendencies, all of which vary.
This book is divided into eight chapters looking at ways to understand
feelings, emotions and behaviour. This section provides a short introduc-
tion to the book. The first chapter looks at learning theories and discusses
their relevance to education today. The second chapter investigates clinical
psychological research and explains why an additional learning theory
about emotion and feeling is needed. Chapter 3 relates teachers’ opinions
about how feelings affected their own learning and teaching. Chapter 4
tells some true stories about teenage students’ problems with learning
revealed as they were home tutored. Chapter 5 summarises teachers own
action research projects with accounts by creative tutors and teachers of
cross-curricular projects aimed at stimulating positive emotional engage-
ment with the curriculum. Chapter 6 summarises ideas put forward by
various educational experts, which might be useful to teachers in under-
taking collaborative action research in this field. Chapter 7 considers
research data collection methods, ethics and analysis relevant to collabora-
tive action research with implications for further ‘feelings’ research in
other social contexts. Chapter 8 presents some general implications and an
overall conclusion for the book.
 CHAPTER 1

Learning Theories and Relevance

1.1   Introduction
This section looks at the practicality of learning theories for learning and
teaching, and considers some of the wider social prejudices the theories
have encouraged (which also affect other social research contexts). The
chapter looks at clinical research which now proves that emotions and
senses are physically necessary to thinking and how this compares with our
everyday experience. Although we all know that feelings about work, family
and social situations and those about choices, idiosyncratic preferences, tal-
ents, motivations and ambitions, are important, these have been ignored by
traditional learning theories. They have also been overlooked by educa-
tional experts and politicians looking for expedient solutions informed by
their own preferences. Our feelings and emotions are based on our differ-
ent personal ­histories, cultural heritages and communities. When teaching
is appropriate, it achieves results, at the same time respecting differences
and building self-belief. People remember breakthrough moments and
inspirational teachers (who gained knowledge from understanding student
feedback and improved motivation). Students of all ages learn through
emotional involvement in social, collaborative activities especially when ful-
filling a need or interest in doing so. Good teachers and trainers have always
improved students’ opportunities by understanding subconscious drivers,
but they have lacked a supporting learning theory to justify their work.

© The Author(s) 2017 1

J.A. Hawkins, Feelings and Emotion-Based Learning,
DOI 10.1007/978-3-319-66056-1_1
2 1 LEARNING THEORIES AND RELEVANCE

Experts themselves have strong emotions and feelings, but learning

t­heories have not accounted for the effects of these important human
­processes. Professional practitioners who deal with emotional issues every
day have often failed to gain respect for their difficulties, good practice,
adaptions of the curriculum, working practices, experience and opinions.
No wonder they do not find other people’s written research particularly
useful if it does not relate to their current concerns about their work—or
connect to questions they are permitted to reflect upon and adapt. This can
be understood by reading teachers’ stories in Chap. 3. Knowledge bases are
changing, and the increasing complexity and speed of events affect social
settings. It is increasingly important for academics and professionals to
develop their professional practice by collaborating within learning com-
munities. This can be done by establishing an appropriate research culture
at work with evidence-based decision-making, consultations, checks and
balances built into the system. In the case of teaching, it is time we set out
to understand our pupils and ourselves as part of our working practice.
Neuro-cognitive scientists now show in real time and over time how
the brain uses its plastic capabilities for self-development, both involun-
tarily and deliberately. The brain is able to change to a surprising extent
given the ‘right’ conditions. As it develops, it embeds intricate neural net-
works of new connections. Teachers can teach with more confidence—
knowing that improvements are possible. They need to work out how
feelings—both physical and mental—motivate learners and evidence learn-
ing. The answer lies in collecting ongoing emotional evidence and adapt-
ing programmes to suit students—using professional judgement. We
professionals can learn to improve our intuition and emotional intelligence
skills by researching, planning and assessing our own and our service users’
feelings. In this way, we can improve our professional approach. For exam-
ple, why are there some learners and service users we don’t immediately
take to—perhaps they look like someone we knew and had reason to dis-
like. Why are we sometimes reluctant to listen and research co-operatively
with others? We may have emotional difficulties. ‘The mind is like an
umbrella—it functions best when open’ is a useful attitude for social
research (attributed to Walter Gropius). Current issues of world ecology,
development and conflict show that the survival of our species depends on
our developing greater empathic and innovative intelligence. It makes
sense to revise our personal theories in order to improve our emotional
thinking skills.
 1.2 EXPERTS AND THEIR ATTITUDES 3

1.2   Experts and Their Attitudes

Philosophers have argued with ideas about self, mind, consciousness, truth
and reality as in the following:

• Pagan and Chinese beliefs revere and respect nature, for example
Buddhism, Taoism and Confucian philosophy.
• Asian beliefs have mythological gods to explain human life, for exam-
ple Hinduism and Sikhism.
• Greek and Roman beliefs had gods but developed rationality, logic,
individualism and the pursuit of imperial power.
• Christian, Islam and Judaism stress one god, kindness to others and
to have beliefs about their own superiority, idyllic and awful afterlives
beyond death.

These ideas still influence experts’ attitudes. They may be overt or hidden
arising from custom and practice. They are partially or wholly absorbed as
truths and still influence schools of thought affecting learners with differ-
ent ethnic origins, cultures and habitual family traditions. In the West,
there are academic learning theories incorporating socially accepted
assumptions. These affect educational policy and can be counter-­productive
to individual learner’s situations because of the prejudices and assumptions
they make about how groups of ‘normal’ people behave.
The scientific method of research with hypotheses as written about by
Socrates is an excellent method—used appropriately. Scientists start
research from what they know is already provable. (‘Scio’ means that
which I know.) This is a good way to gather scientific data, but in social
sciences, problems arise when we assume ‘logical’ questions and follow
limited enquiries. The way social questions are posed can be affected—
assuming facts which corrupt the answers. New information can be over-
looked through a refusal to consider other views or by lack of awareness.
Educational theorists (like politicians) have had a tendency to argue
between two ideas without looking at alternatives. There has been a tradi-
tion of categorising and sorting in the physical sciences, influencing psy-
chology and education. These approaches encourage oversimplified ideas
about our brains. Yet we continue to discover that those brains have
extraordinary difference and complexity.
Humans instinctively seek out safety. We have an emotional need to
agree on definite truths in our lives. We tend to seek a mental safe haven
4 1 LEARNING THEORIES AND RELEVANCE

(repeating thinking and behaviour)—avoiding the effort of working things

out. In the real-world circumstances, change—life—is not predictable,
and it is dangerous to assume it is. However, more efficient social research
methods can gain accurate, up-to-date and appropriate social information
(time and context specific), for example by participation, collaboration
and feedback from the people studied in community research; triangulat-
ing; cross-referencing with alternative kinds of data in different ways;
looking at themes arising; looking for and reflecting on the possible bias;
recording incidental opinions; soliciting outsider reviews; individual and
group analysis.
Qualitative and mixed-method social research has led researchers to
realise that people look at the world differently, but only relatively recently
have the subconscious assumptions of researchers been acknowledged.
Researchers make hidden assumptions—these can be questioned and
explained provided there is honest self-disclosure, the acknowledgement
of constructive criticism and acceptance of cross-checking. Research
­investigating the socio-emotional aspects of thinking and behaviour is
­particularly useful because it acknowledges participants’ natural thinking
processes and situational analyses—using their intuitions, perceptions,
memories and ability to review and adjust ideas. Our brains are personal,
emotional and physical, existing within their own neural networks, but we
still have much in common with other people. We are intelligent social
animals and we are constantly assessing each other—perhaps we can find
out more about each other and improve these interactive skills.
Emotional and social cognition networks, as well as self-reported,
studied and observed by psychologists are now also proved by the
­
­neuroscientists through cognitive imaging. The investigation of feeling
and emotion, however, is still in its infancy as far as explaining exactly how
we use our body/brains to think (Cromby, 2015). From an educational
perspective, these discoveries are useful in raising our awareness of the
brain’s physical adaptability, complexity and possible emotional physical
disability or deficit in undertaking educational tasks. Feelings can be
researched and proved to exist in clinical psychology studies by observing
types of brain damage considering before and after emotional behavioural
effects, informing us about the importance of emotions for our well-being
(Damasio, 1994). We can employ similar observational tactics in commu-
nity social research and in education by looking at learners’ behaviour and
achievement levels in different situations.
 1.2 EXPERTS AND THEIR ATTITUDES 5

Kircher and David (2003) listed five different areas where human ‘con-
sciousness’ is researched. Even though one might question the use of the
word consciousness, this list shows the complex ways through which
human intelligence can be studied. I have edited these and added a sixth—
philosophical biological studies about cognition within nature—as
follows:

• Phenomenological research is about mental states and what they mean.

• The social sciences are about how we see ourselves and others, social
roles and psychology and changes over time.
• Cognitive science builds models with computer simulations and real-­
time imaging and explains how the brain works researching into
healthy, brain-damaged and disturbed subjects.
• Neuroscientists are engaged in relating mental behaviour to the phys-
ical brain using brain imaging and electrophysiological technology.
• Traditional clinical neurosciences are concerned with psychopathol-
ogy, mental health difficulties, treatments and therapies.
• Philosophical studies by investigating cognition in other living crea-
tures, considering how sentience, intelligence and consciousness
have developed (Godfrey-Smith, 2016).

This list shows some ways human thinking is investigated by experts.

However, in teaching, we only need to know that every brain is compli-
cated and unique.
As human beings themselves, experts must always have known that feel-
ings and emotions were important even when they avoided them. Thanks
to new interpretations in clinical psychology—in the sense of being the
elephant in the room—they can no longer be ignored (Cromby, 2015).
We are now forced to acknowledge and respect their effect on learning.
Psychologists have struggled with the difficulty of researching emotions.
Confusions have long existed. They even questioned whether an emotion,
which functions ‘to provide information’, can be unconscious. Feelings
were thought to be too unpredictable and difficult to demonstrate (Eich,
Kihlstrom, Bower, Forgas, & Niedenthal, 2000). Reliability in repeating
experiments was a problem, but this can be solved by recording people
(including researchers) explaining their experiences within particular
times, places and situations. These facts are real to them whether right or
wrong, and various interpretations can be given.
6 1 LEARNING THEORIES AND RELEVANCE

The idea shown by neuroscience that there are discrete parts of the
brain (left- and right-side brain abilities) which deal exclusively with cer-
tain tasks is too simple a view. Different brain regions can work together
to perform tasks in new, individual and even ‘apparently’ random ways.
Brain imaging can show many areas connecting to perform facial recogni-
tion, understanding moods in others and rebuilding to compensate for
disabilities. This direct neuro-physical approach is beginning to explain
how behaviours are enabled by bio-chemical processes on a micro-level
(Greenfield, 2000). These aspects are part of a multi-dimensional orches-
tra of senses and organs inter-reacting within the body affected by the
environment. Psychologists’ difficulties in explaining sub- or unconscious
thought may be due to constant brain/body activity.
Physical and mental feelings stimulate the brain at different levels of
awareness. Humans experience feelings as their sensory organs interact with
existing mental networks and memory. These sensations, connections, rea-
sonings and thoughts are fleeting, but important for learning. People feel
emotion, connect internally, act and communicate rapidly. However, some of
this behaviour can be recorded and underlying reasons discovered by think-
ing about it retrospectively. Research can be done by enlisting the ‘subject’ in
self-reflection and self-analysis and collaborating with them to find solutions.
In the past, this was done by psychologists through psychoanalysis treating
mental health difficulties and by counsellors collaborating with people to
help them overcome emotional problems. Cognitive behavioural therapy has
developed out of these approaches as another therapeutic method.
Feelings such as enthusiasm, curiosity, determination, disappointment,
triumph and satisfaction and the ability to overcome failure are definitely
involved in learning. They exist, but psychologists have been unable to put
them into categories. The idea that an emotion is real, generally experi-
enced and yet individually unique has caused a problem for traditional
quantitative researchers using scientific precision, measurement and pre-
dictability methods. Qualitative and mixed-method social researchers, on
the other hand, have developed a mixture of ways to record human states
of mind, opinions and behaviours. These depend very much on thinking
about different situations carefully, reporting problems, situations, inci-
dental and spontaneous events.
The following research problems have existed:

• A failure to record experiences, contexts, timings and unexpected

events, as they influence the researcher and participants.
 1.2 EXPERTS AND THEIR ATTITUDES 7

• Research restricted by the beliefs and interests of the researcher or of

the person/organisation funding the work.
• Territorial disputes as academic disciplines looked at similar p
­ roblems
from different points of view.
• Assuming that there are precise meanings for words describing
emotions.
• Having a fixed idea of the complicated process of learning.
• Discounting learners’ possible points of view.
• Not listening to the learner’s opinion.
• A failure to see negative results as facts that are useful.

Now, we are better informed that professionals can prove the value of
working with feelings and emotions by carrying out more research into
everyday individual human experiences.
Pinker, a cognitive psychologist and language expert, says that ideas
about heredity and environment, nature and nurture, biology and cul-
ture—though not wrong—are not enough to explain how we think. He
talks of complex genetic recipes causing genes to co-operate in unfathom-
able ways. He says that the human genome probably uses the capacity of
neurons to process information during the brain assembly as it develops
(1997). This may even mean that our parents’ physical condition and state
of mind around the time of our conception can affect us. However, our
bodies and brains are much influenced by all of these factors—emotions
and feelings are an important measure of what we are thinking, where we
are at any given moment, where we have come from and where we may be
going. Even though we may only be able to rationalise them retrospec-
tively and partially—they are not just a product—their function is to help
us measure our personal reality. This idea is consistent with Pinker’s view
that the brain constantly tunes itself to the unpredictable as it takes in
information. It seems that the brain is a self-organising organism that,
according to neuro-cognitive research, can alter, evolve and regress
throughout our lives. Neuroscience calls this ability plasticity.
So our brains are biological machines or engines that constantly adjust
to conditions and adapt to events in order to help us survive. This explains
much about awarenesses of feelings and emotions experienced through-
out the body as receptors and drivers of this activity. Such activities may be
both ‘productive’ and ‘counter-productive’ for learning, depending on
the value judgements applied. Neuroscientists have discovered about
100 billion or so neurons, involved in the electrical and chemical processes
8 1 LEARNING THEORIES AND RELEVANCE

by which the human brain functions. It takes about 1–2 milliseconds for a
neuron to respond and return to its resting potential (Greenfield, 2000).
This speed and intricacy, informed by conscious and unconscious feelings,
can explain ‘unconscious’ thoughts and behaviours often seen as irrational
and instinctive. Our minds do not have to be hopelessly fixed, and they are
not always predictable. They are not gradually built up into permanent
constructions as educationalists have assumed—with predetermined lim-
its. Human beings have dormant developmental abilities, and these can be
activated and deactivated by different experiences which evolve idiosyn-
cratically over time in various ways.

1.3   Normal Development Theory

Piaget (1947) contributed some ideas which were absorbed into the
United Kingdom’s educational system. He had researched young chil-
dren’s learning and based his theory on his traditional biological training.
He assumed that the children he studied were typical and thought that
children’s development followed a general routine process. He failed to
consider the individual child’s environment and social-networking experi-
ences. He did not look at children’s moods and feelings, awareness of
adult expectation, tendency to copy adult behaviour, potential for learning
development at any age, own genetic and physical abilities and wishes.
Piaget’s theory did not look at adult learning. We now know—thanks to
modern biology—that outside influences, combined with genetics and
learned skills, cause physical growth to neuron networks.
The brain adapts as it responds to experience (Greenfield, 2000). If a
person is motivated, this can cause the development of new and compen-
sating skills. Deterioration also happens through sickness, ageing, ­accident,
traumatic experiences, poor environment and so on. There are individual
biological processes that take place as we progress from birth to death.
Throughout life, humans are engaged in unique learning processes as
each brain makes connections in unpredictable ways, as well as sometimes
predictable ones. Neurons connect with memories of past negative or
­positive events, which affect learning in the present. They are affected by
hidden physical genetic abilities and talents, and rich neural networks
develop under conditions that stimulate them.
Piaget recorded human development, looking at stages of learning
ability, for example understanding conservation of water, concepts of
­
number and time. However, this order may be inappropriate for some
Another random document with
no related content on Scribd:
frémissantes, les jarrets tendus, les ailes et la croupe en
mouvement. Et quel blanc que le leur : chaud, velouté, immaculé !
Puis j’allai vers un enclos où cent vingt poules blanches, à
l’adorable crête rouge, picotaient. Une quantité de coqs s’en
donnaient dans ce sérail : ils violaient, violentaient, harcelaient les
poulettes qui s’encouraient éperdues ; mais, prises au vol, elles y
passaient. Sous un arbre, des groupes nichaient par terre, le ventre
dans un creux, d’autres picotaient sans répit, sans souci, celles-là,
des coqs ardents qui les harcelaient toutes. Sur le vert tendre du
printemps, elles se détachaient si fraîches, si pimpantes que mon
spleen me quitta du coup.
— Vous devez avoir beaucoup d’œufs ? dis-je au gardien.
— Nous pas : le directeur.
— Si le directeur a les œufs, il doit les vendre pour arriver à
nouer les deux bouts, car le jardin périclite et s’est déjà fortement
endetté.
Puis j’allai voir les singes.
Plus de la moitié sont morts de privations et on ne peut les
remplacer.
— Ils n’ont pas ce qu’il leur faut, me dit le gardien.
Il est vrai que je les vis grignoter des fèves, et du maïs, au lieu
des figues, des oranges et autres bonnes choses qu’on leur donnait
avant. Des figues ! des oranges ! Oh ! que je voudrais en manger
moi-même !
Dans la salle des singes, on a installé les perroquets sur leurs
perchoirs. Ces bêtes au plumage magnifique me donnaient envie de
les étrangler : l’une après l’autre, elles s’étaient mises à crier en
chœur, avec des voix si discordantes et perçantes que les vitres
tintaient comme si elles allaient se briser. Hou, les sales bêtes ! elles
suent la stupidité et leur beau plumage en devient discordant lui-
même !

17 juillet 1918.
 C’est adorable, mais gênant. Je lis au lit ; une nuée de papillons
de nuit, fauves, velus, à grosse tête ornée de panaches, voltigent
lourdement autour de ma tête, sur mon oreiller, en laissant derrière
eux une poudre jaune comme du pollen. Je ne puis dormir : nuit
d’orage, de pluie battante, de chaleur moite. Je dépose le Journal
des de Goncourt et vais au balcon pour me rafraîchir. Il fait un noir
opaque, fouetté par des émanations qui illuminent tout le pays, et en
bas, dans le jardin, j’aperçois un ver luisant qui brille, même quand
les éclairs embrasent tout : il s’occupe bien des intempéries, celui-
là… Je scrute la nuit, mais je ne vois pas voltiger l’amoureux
phosphorescent, incandescent, qu’elle appelle, et elle luit, luit, dans
le gazon inondé…
Quant à mes oreillers, ils sont couverts de papillons : rien n’égale
leur beauté, leur variété de formes, de couleurs, et le précieux des
tissus : jamais manteau de déesse n’a pu approcher de cette
délicate opulence. Mais, mes chéris, où voulez-vous que je pose ma
tête ? Vous me préparez une nuit blanche… Voilà, ils se fourrent
dans mes cheveux, mon cou… Je vais chercher mon verre
agrandissant… Ah ! ce sont des monstres merveilleux, à tête
énorme, au crâne bossué, à cornes, à trompes, à suçoirs, à pattes
barbelées… Seulement, mes trésors, je voudrais dormir et,
maintenant que je vous ai vus, je voudrais bien me débarrasser de
vous, et vous êtes là d’une familiarité… vous descendez le long de
mon dos, sous mon vêtement, et vous glissez, toutes ailes
déployées, le long de mes draps…
Ça va finir : je vais éteindre, et ils se colleront tous au plafond…

1918.

On lance des mines dans les bruyères. C’est une chute brutale,
pesante, sans écho, qui doit réduire en bouillie ou vous incruster en
terre. Mon Dieu, comme cela m’ébranle le système nerveux !
Dans les pinières où je me promène, il fait délicieux : la pluie
d’hier a rendu le tapis d’aiguilles moelleux ; une légère brise fait
onduler les cimes de pins ; le soleil filtre, le parfum de résine
ressemble à de l’encens : exquis, exquis ! Mes chiens courent et
aboient après un écureuil qui, de terreur, saute d’une haute pinière
dans une basse ; il tombe, ils l’ont ! Non, d’un bond il est de nouveau
en haut ; la chienne, de frénésie, bondit à une hauteur de deux
mètres et embrasse l’arbre ; aïe, elle se déchire le ventre et hurle ;
l’écureuil voltige déjà au loin, poursuivi par les deux chiens.
Rien dans la nature n’est ami ou bienveillant. Voilà des
aéroplanes de guerre qui s’exercent au-dessus des pinières…
Encore des mines, han ! han !… Les merles chantent… Je continue
ma promenade, l’esprit dispersé et ne pouvant se fixer sur rien par
l’agitation que me donne ce bruit.
Voilà encore un joli écureuil, au ventre blanc, que mes chiens ont
découvert ; il veut se mettre en sûreté dans des pins plus élevés ; il
voltige jusque sur le bord d’un chemin. Voyant qu’il ne pourra
atteindre la branche qui avance de l’autre côté, il ricoche à droite, où
une autre s’étend au-dessus du chemin ; il y saute, file en coin, puis,
d’un bond plané, atteint une branche de la plus haute pinière. Alors il
fait tant de méandres que mes chiens perdent sa piste.
Eh bien, il n’y avait pas que de l’instinct dans les agissements de
l’écureuil : il y avait certainement de la réflexion et de la
combinaison.
Au loin le canon ! les mines ! le carnage et le massacre !

1918.

Un gros rhume m’oblige de garder le lit. A portée de la main, je

puis ouvrir et fermer la fenêtre. Entre par le balcon une hirondelle.
Elle se débat contre le carreau, les ailes déployées, la queue étalée,
la respiration haletante. Ah ! la belle créature ! Bleu profond, miroitant
comme du satin. Je ne puis voir la poitrine. Sur chaque penne de la
queue en éventail, une tache blanche, les deux pennes de chaque
côté allongées en pinceau. Dieu, si je pouvais la tenir en main, la
garder un peu, la caresser ! mais elle est déjà affolée, me sentant
derrière elle : il serait cruel de la prendre. Attends, ma chérie.
J’ouvre la fenêtre. Houp ! Elle est partie !
 5 mai 1922.

Je soupe chez la petite femme, avec du lait chaud et du pain de

corinthes.
Mitje et Remi reviennent avec les vaches et nous racontent
comment la génisse rousse, qui n’est encore sortie que quelquefois,
s’est mise à courir et à sauter quand la pluie, qu’elle ne connaissait
pas, est tombée sur elle :
— Nous avons eu toutes les peines du monde à la rattraper, elle
était folle.
Puis Remi dit :
— Quand elle ne sait pas que je la laisse aller sans longe, elle
reste tranquillement à brouter à côté de moi, mais, si elle s’aperçoit
qu’elle est en liberté, elle court vers la bleue, se frotte à elle et lui
lèche le mufle : c’est une curieuse bête.
— Mais, fait Mitje, les vaches s’aiment et se détestent comme les
gens. Si je ne mettais pas, à l’étable, la bleue entre la blanche et la
tachée, elles se démoliraient. C’est la bleue qui arrange tout : le soir,
elle lèche à droite et à gauche, et il faut voir la jalousie de celle qui
doit attendre et comme elle gémit… Et le matin, la bleue est toujours
couchée contre l’une ou l’autre, qui lui lèche à son tour le dos ou le
mufle… Et le long des routes, quand une vache étrangère
s’approche de la bleue, elle la regarde une fois de côté, puis
continue son chemin, tandis que les autres se rapprochent et sont
prêtes à jouer des cornes.
— Oui, ce sont de curieuses bêtes, répéta Remi, mais le moindre
homme vaut mieux que toutes les bêtes.
Je saute sur mes pieds avec une telle violence que Remi en est
tout effrayé.
— Parce qu’elles n’ont pas d’âme, bégaye-t-il.
Ame ! âme ! quelle âme ? et la bleue n’en aurait pas ! Et je
cherche une comparaison.
 — Voyons, Triene, qui se dispute avec tout le monde et ne
cherche qu’à nuire, de fureur de ce qu’elle est laide… Voyons !…
Mais, devant ces six yeux incrédules, je cours vers la porte et
leur crie :
— La bleue, pas d’âme ! Moi, vous savez, je donnerais douze
Triene pour une bleue !

8 mai 1922.

Chez le boucher du village.

Il est planté au milieu de la rue, le col de sa chemise ouvert, la
poitrine nue, les manches retroussées, les bras et le tablier maculés
de sang. Il respire un instant entre deux tueries.
Un porc qui fume encore est, coupé en deux, pendu dans la
boucherie ; un bol est posé à terre sous les moitiés de la tête, pour
recueillir les dernières gouttes de sang. Un autre porc est encore sur
la charrette, étendu en plein soleil dans une caisse en lattes qui
l’immobilise, et un troisième a une corde nouée à une patte de
derrière, qui le retient au garde-fou du pont du petit ruisseau, où tout
à l’heure son sang coulera, car le boucher a bâti expressément au
bord pour y laisser écouler le sang inutile : ce ruisseau alimente
d’eau potable la ville voisine.
Le chien du boucher, un jeune de ma Loulotte, joue autour du
porc attaché par la patte, qui ne demande pas mieux que de se
familiariser et le suit de son pied engourdi, en grognant de manière
amicale.
— Mais, boucher, comme votre chien engraisse !
— C’est parce qu’il est châtré.
— Châtré ! pourquoi ? Un mâle ne vous reviendrait pas plein de
jeunes.
— Non, mais il en ferait partout, et tout le monde aurait un beau
chien comme moi, et ils vendraient les jeunes un gros prix sans que
j’en aie rien. Je ne voulais pas ça.
 — Mais, boucher, une des beautés du berger de Malines est son
tempérament fougueux et féroce, et maintenant c’est une moule. Je
m’étonnais déjà de son air indolent.
— Indolent, lui, ha ! Quand je tue une bête, il m’aide. Pour
saigner un porc, je le couche, n’est-ce pas, je mets un genou sur sa
panse, je tiens un pied d’une main, et de l’autre j’enfonce le couteau.
Eh bien, lorsqu’il gigote, le chien, sans que je le lui aie appris, prend
l’autre pied dans sa gueule et ne le lâche que si le porc ne bouge
plus.
« J’achète mes veaux chez le paysan ; quand je les emmène, ils
refusent de marcher ; alors le chien leur mord la queue, et les veaux
marchent. Et tout cela, je ne le lui ai pas appris : il a compris qu’il
doit m’aider. »
Mais comme je me sens agacée de la mutilation de la belle
créature, je veux lui dire une chose antipathique.
— Eh bien, boucher, si vous ne l’aviez pas émasculé, il vous
aiderait peut-être davantage. Quant aux jeunes qu’il ferait ailleurs, ce
ne seraient que des bâtards, puisqu’il n’y a que le vôtre de vraie race
au village. Et tout le monde vous envierait votre beau chien, tandis
que maintenant…
Et je fais une moue méprisante.
— Oui, on me l’envierait ? et il m’aiderait peut-être encore
mieux ?…
Et une ombre de regret passe dans ses yeux.
Je pars contente.
Le chien mutilé va tout de même flairer les autres chiens.
 TABLE

Pages
Angelinette 7
Je voulais en faire un homme 67
La petite femme et ses enfants 121
Bêtes en cage et bêtes en liberté 183
MAYENNE, IMPRIMERIE CHARLES COLIN
*** END OF THE PROJECT GUTENBERG EBOOK ANGELINETTE
***

Updated editions will replace the previous one—the old editions will
be renamed.

Creating the works from print editions not protected by U.S.

copyright law means that no one owns a United States copyright in
these works, so the Foundation (and you!) can copy and distribute it
in the United States without permission and without paying copyright
royalties. Special rules, set forth in the General Terms of Use part of
this license, apply to copying and distributing Project Gutenberg™
electronic works to protect the PROJECT GUTENBERG™ concept
and trademark. Project Gutenberg is a registered trademark, and
may not be used if you charge for an eBook, except by following the
terms of the trademark license, including paying royalties for use of
the Project Gutenberg trademark. If you do not charge anything for
copies of this eBook, complying with the trademark license is very
easy. You may use this eBook for nearly any purpose such as
creation of derivative works, reports, performances and research.
Project Gutenberg eBooks may be modified and printed and given
away—you may do practically ANYTHING in the United States with
eBooks not protected by U.S. copyright law. Redistribution is subject
to the trademark license, especially commercial redistribution.

START: FULL LICENSE

THE FULL PROJECT GUTENBERG LICENSE
 PLEASE READ THIS BEFORE YOU DISTRIBUTE OR USE THIS WORK

To protect the Project Gutenberg™ mission of promoting the free

distribution of electronic works, by using or distributing this work (or
any other work associated in any way with the phrase “Project
Gutenberg”), you agree to comply with all the terms of the Full
Project Gutenberg™ License available with this file or online at
www.gutenberg.org/license.

Section 1. General Terms of Use and

Redistributing Project Gutenberg™
electronic works
1.A. By reading or using any part of this Project Gutenberg™
electronic work, you indicate that you have read, understand, agree
to and accept all the terms of this license and intellectual property
(trademark/copyright) agreement. If you do not agree to abide by all
the terms of this agreement, you must cease using and return or
destroy all copies of Project Gutenberg™ electronic works in your
possession. If you paid a fee for obtaining a copy of or access to a
Project Gutenberg™ electronic work and you do not agree to be
bound by the terms of this agreement, you may obtain a refund from
the person or entity to whom you paid the fee as set forth in
paragraph 1.E.8.

1.B. “Project Gutenberg” is a registered trademark. It may only be

used on or associated in any way with an electronic work by people
who agree to be bound by the terms of this agreement. There are a
few things that you can do with most Project Gutenberg™ electronic
works even without complying with the full terms of this agreement.
See paragraph 1.C below. There are a lot of things you can do with
Project Gutenberg™ electronic works if you follow the terms of this
agreement and help preserve free future access to Project
Gutenberg™ electronic works. See paragraph 1.E below.
1.C. The Project Gutenberg Literary Archive Foundation (“the
Foundation” or PGLAF), owns a compilation copyright in the
collection of Project Gutenberg™ electronic works. Nearly all the
individual works in the collection are in the public domain in the
United States. If an individual work is unprotected by copyright law in
the United States and you are located in the United States, we do
not claim a right to prevent you from copying, distributing,
performing, displaying or creating derivative works based on the
work as long as all references to Project Gutenberg are removed. Of
course, we hope that you will support the Project Gutenberg™
mission of promoting free access to electronic works by freely
sharing Project Gutenberg™ works in compliance with the terms of
this agreement for keeping the Project Gutenberg™ name
associated with the work. You can easily comply with the terms of
this agreement by keeping this work in the same format with its
attached full Project Gutenberg™ License when you share it without
charge with others.

1.D. The copyright laws of the place where you are located also
govern what you can do with this work. Copyright laws in most
countries are in a constant state of change. If you are outside the
United States, check the laws of your country in addition to the terms
of this agreement before downloading, copying, displaying,
performing, distributing or creating derivative works based on this
work or any other Project Gutenberg™ work. The Foundation makes
no representations concerning the copyright status of any work in
any country other than the United States.

1.E. Unless you have removed all references to Project Gutenberg:

1.E.1. The following sentence, with active links to, or other

immediate access to, the full Project Gutenberg™ License must
appear prominently whenever any copy of a Project Gutenberg™
work (any work on which the phrase “Project Gutenberg” appears, or
with which the phrase “Project Gutenberg” is associated) is
accessed, displayed, performed, viewed, copied or distributed:
 This eBook is for the use of anyone anywhere in the United
States and most other parts of the world at no cost and with
almost no restrictions whatsoever. You may copy it, give it away
or re-use it under the terms of the Project Gutenberg License
included with this eBook or online at www.gutenberg.org. If you
are not located in the United States, you will have to check the
laws of the country where you are located before using this
eBook.

1.E.2. If an individual Project Gutenberg™ electronic work is derived

from texts not protected by U.S. copyright law (does not contain a
notice indicating that it is posted with permission of the copyright
holder), the work can be copied and distributed to anyone in the
United States without paying any fees or charges. If you are
redistributing or providing access to a work with the phrase “Project
Gutenberg” associated with or appearing on the work, you must
comply either with the requirements of paragraphs 1.E.1 through
1.E.7 or obtain permission for the use of the work and the Project
Gutenberg™ trademark as set forth in paragraphs 1.E.8 or 1.E.9.

1.E.3. If an individual Project Gutenberg™ electronic work is posted

with the permission of the copyright holder, your use and distribution
must comply with both paragraphs 1.E.1 through 1.E.7 and any
additional terms imposed by the copyright holder. Additional terms
will be linked to the Project Gutenberg™ License for all works posted
with the permission of the copyright holder found at the beginning of
this work.

1.E.4. Do not unlink or detach or remove the full Project

Gutenberg™ License terms from this work, or any files containing a
part of this work or any other work associated with Project
Gutenberg™.

1.E.5. Do not copy, display, perform, distribute or redistribute this

electronic work, or any part of this electronic work, without
prominently displaying the sentence set forth in paragraph 1.E.1 with
active links or immediate access to the full terms of the Project
Gutenberg™ License.
1.E.6. You may convert to and distribute this work in any binary,
compressed, marked up, nonproprietary or proprietary form,
including any word processing or hypertext form. However, if you
provide access to or distribute copies of a Project Gutenberg™ work
in a format other than “Plain Vanilla ASCII” or other format used in
the official version posted on the official Project Gutenberg™ website
(www.gutenberg.org), you must, at no additional cost, fee or expense
to the user, provide a copy, a means of exporting a copy, or a means
of obtaining a copy upon request, of the work in its original “Plain
Vanilla ASCII” or other form. Any alternate format must include the
full Project Gutenberg™ License as specified in paragraph 1.E.1.

1.E.7. Do not charge a fee for access to, viewing, displaying,

performing, copying or distributing any Project Gutenberg™ works
unless you comply with paragraph 1.E.8 or 1.E.9.

1.E.8. You may charge a reasonable fee for copies of or providing

access to or distributing Project Gutenberg™ electronic works
provided that:

• You pay a royalty fee of 20% of the gross profits you derive from
the use of Project Gutenberg™ works calculated using the
method you already use to calculate your applicable taxes. The
fee is owed to the owner of the Project Gutenberg™ trademark,
but he has agreed to donate royalties under this paragraph to
the Project Gutenberg Literary Archive Foundation. Royalty
payments must be paid within 60 days following each date on
which you prepare (or are legally required to prepare) your
periodic tax returns. Royalty payments should be clearly marked
as such and sent to the Project Gutenberg Literary Archive
Foundation at the address specified in Section 4, “Information
about donations to the Project Gutenberg Literary Archive
Foundation.”

• You provide a full refund of any money paid by a user who

notifies you in writing (or by e-mail) within 30 days of receipt that
s/he does not agree to the terms of the full Project Gutenberg™
License. You must require such a user to return or destroy all
 copies of the works possessed in a physical medium and
discontinue all use of and all access to other copies of Project
Gutenberg™ works.

• You provide, in accordance with paragraph 1.F.3, a full refund of

any money paid for a work or a replacement copy, if a defect in
the electronic work is discovered and reported to you within 90
days of receipt of the work.

• You comply with all other terms of this agreement for free
distribution of Project Gutenberg™ works.

1.E.9. If you wish to charge a fee or distribute a Project Gutenberg™

electronic work or group of works on different terms than are set
forth in this agreement, you must obtain permission in writing from
the Project Gutenberg Literary Archive Foundation, the manager of
the Project Gutenberg™ trademark. Contact the Foundation as set
forth in Section 3 below.

1.F.

1.F.1. Project Gutenberg volunteers and employees expend

considerable effort to identify, do copyright research on, transcribe
and proofread works not protected by U.S. copyright law in creating
the Project Gutenberg™ collection. Despite these efforts, Project
Gutenberg™ electronic works, and the medium on which they may
be stored, may contain “Defects,” such as, but not limited to,
incomplete, inaccurate or corrupt data, transcription errors, a
copyright or other intellectual property infringement, a defective or
damaged disk or other medium, a computer virus, or computer
codes that damage or cannot be read by your equipment.

1.F.2. LIMITED WARRANTY, DISCLAIMER OF DAMAGES - Except

for the “Right of Replacement or Refund” described in paragraph
1.F.3, the Project Gutenberg Literary Archive Foundation, the owner
of the Project Gutenberg™ trademark, and any other party
distributing a Project Gutenberg™ electronic work under this
agreement, disclaim all liability to you for damages, costs and
expenses, including legal fees. YOU AGREE THAT YOU HAVE NO
REMEDIES FOR NEGLIGENCE, STRICT LIABILITY, BREACH OF
WARRANTY OR BREACH OF CONTRACT EXCEPT THOSE
PROVIDED IN PARAGRAPH 1.F.3. YOU AGREE THAT THE
FOUNDATION, THE TRADEMARK OWNER, AND ANY
DISTRIBUTOR UNDER THIS AGREEMENT WILL NOT BE LIABLE
TO YOU FOR ACTUAL, DIRECT, INDIRECT, CONSEQUENTIAL,
PUNITIVE OR INCIDENTAL DAMAGES EVEN IF YOU GIVE
NOTICE OF THE POSSIBILITY OF SUCH DAMAGE.

1.F.3. LIMITED RIGHT OF REPLACEMENT OR REFUND - If you

discover a defect in this electronic work within 90 days of receiving it,
you can receive a refund of the money (if any) you paid for it by
sending a written explanation to the person you received the work
from. If you received the work on a physical medium, you must
return the medium with your written explanation. The person or entity
that provided you with the defective work may elect to provide a
replacement copy in lieu of a refund. If you received the work
electronically, the person or entity providing it to you may choose to
give you a second opportunity to receive the work electronically in
lieu of a refund. If the second copy is also defective, you may
demand a refund in writing without further opportunities to fix the
problem.

1.F.4. Except for the limited right of replacement or refund set forth in
paragraph 1.F.3, this work is provided to you ‘AS-IS’, WITH NO
OTHER WARRANTIES OF ANY KIND, EXPRESS OR IMPLIED,
INCLUDING BUT NOT LIMITED TO WARRANTIES OF
MERCHANTABILITY OR FITNESS FOR ANY PURPOSE.

1.F.5. Some states do not allow disclaimers of certain implied

warranties or the exclusion or limitation of certain types of damages.
If any disclaimer or limitation set forth in this agreement violates the
law of the state applicable to this agreement, the agreement shall be
interpreted to make the maximum disclaimer or limitation permitted
by the applicable state law. The invalidity or unenforceability of any
provision of this agreement shall not void the remaining provisions.
1.F.6. INDEMNITY - You agree to indemnify and hold the
Foundation, the trademark owner, any agent or employee of the
Foundation, anyone providing copies of Project Gutenberg™
electronic works in accordance with this agreement, and any
volunteers associated with the production, promotion and distribution
of Project Gutenberg™ electronic works, harmless from all liability,
costs and expenses, including legal fees, that arise directly or
indirectly from any of the following which you do or cause to occur:
(a) distribution of this or any Project Gutenberg™ work, (b)
alteration, modification, or additions or deletions to any Project
Gutenberg™ work, and (c) any Defect you cause.

Section 2. Information about the Mission of

Project Gutenberg™
Project Gutenberg™ is synonymous with the free distribution of
electronic works in formats readable by the widest variety of
computers including obsolete, old, middle-aged and new computers.
It exists because of the efforts of hundreds of volunteers and
donations from people in all walks of life.

Volunteers and financial support to provide volunteers with the

assistance they need are critical to reaching Project Gutenberg™’s
goals and ensuring that the Project Gutenberg™ collection will
remain freely available for generations to come. In 2001, the Project
Gutenberg Literary Archive Foundation was created to provide a
secure and permanent future for Project Gutenberg™ and future
generations. To learn more about the Project Gutenberg Literary
Archive Foundation and how your efforts and donations can help,
see Sections 3 and 4 and the Foundation information page at
www.gutenberg.org.

Section 3. Information about the Project

Gutenberg Literary Archive Foundation
The Project Gutenberg Literary Archive Foundation is a non-profit
501(c)(3) educational corporation organized under the laws of the
state of Mississippi and granted tax exempt status by the Internal
Revenue Service. The Foundation’s EIN or federal tax identification
number is 64-6221541. Contributions to the Project Gutenberg
Literary Archive Foundation are tax deductible to the full extent
permitted by U.S. federal laws and your state’s laws.

The Foundation’s business office is located at 809 North 1500 West,

Salt Lake City, UT 84116, (801) 596-1887. Email contact links and up
to date contact information can be found at the Foundation’s website
and official page at www.gutenberg.org/contact

Section 4. Information about Donations to

the Project Gutenberg Literary Archive
Foundation
Project Gutenberg™ depends upon and cannot survive without
widespread public support and donations to carry out its mission of
increasing the number of public domain and licensed works that can
be freely distributed in machine-readable form accessible by the
widest array of equipment including outdated equipment. Many small
donations ($1 to $5,000) are particularly important to maintaining tax
exempt status with the IRS.

The Foundation is committed to complying with the laws regulating

charities and charitable donations in all 50 states of the United
States. Compliance requirements are not uniform and it takes a
considerable effort, much paperwork and many fees to meet and
keep up with these requirements. We do not solicit donations in
locations where we have not received written confirmation of
compliance. To SEND DONATIONS or determine the status of
compliance for any particular state visit www.gutenberg.org/donate.

While we cannot and do not solicit contributions from states where

we have not met the solicitation requirements, we know of no
prohibition against accepting unsolicited donations from donors in
such states who approach us with offers to donate.

International donations are gratefully accepted, but we cannot make

any statements concerning tax treatment of donations received from
outside the United States. U.S. laws alone swamp our small staff.

Please check the Project Gutenberg web pages for current donation
methods and addresses. Donations are accepted in a number of
other ways including checks, online payments and credit card
donations. To donate, please visit: www.gutenberg.org/donate.

Section 5. General Information About Project

Gutenberg™ electronic works
Professor Michael S. Hart was the originator of the Project
Gutenberg™ concept of a library of electronic works that could be
freely shared with anyone. For forty years, he produced and
distributed Project Gutenberg™ eBooks with only a loose network of
volunteer support.

Project Gutenberg™ eBooks are often created from several printed

editions, all of which are confirmed as not protected by copyright in
the U.S. unless a copyright notice is included. Thus, we do not
necessarily keep eBooks in compliance with any particular paper
edition.

Most people start at our website which has the main PG search
facility: www.gutenberg.org.

This website includes information about Project Gutenberg™,

including how to make donations to the Project Gutenberg Literary
Archive Foundation, how to help produce our new eBooks, and how
to subscribe to our email newsletter to hear about new eBooks.