Resonance and Joy: A Pedagogical Relationship

Abstract

The world we currently experience is characterized by acceleration and change. Western ideals of individualistic success, along with surrounding social structures, leads to alienation (Rosa, 2019). The purpose of education is to prepare students for the world they will encounter, but what world? We argue that rather than preparing students for a disconnected world focused on the individual, instead we aim for students to contribute to a changing future with a foundation of resilience, belonging, and connection. Hartmut Rosa (2019) has proposed the concept of resonance as a counterpoint to alienation – as an alert and present willingness to enter dialogue with the world. This view of presence has relevance to pedagogy through joy: joy becomes essential for resilience in an alienating age. This essay explores how Rosa’s concept of resonance can provide a conceptual architecture  for a joy-centred pedagogy. Drawing on Ross Gay's work on joy and its interaction with Rosa, we suggest that resonant pedagogical encounters create a reciprocal relationship with joy: an emergent quality of relational, dialogical, and meaningful engagements. We argue that resonance-oriented learning environments can foster the capacities students need for an uncertain future by developing attitudes, relational sensitivity, curiosity, and agency.  This essay explores how Rosa’s concept of resonance can provide a conceptual basis for a joy-centered pedagogy. Drawing on the work of Ross Gay on joy and how it interacts with Rosa, we suggest that resonant pedagogical encounters are generative conditions for joy: an emergent quality of relational, dialogical, and meaningful engagements. We argue that resonance-oriented learning environments can foster the capacities students need for an uncertain future by developing attitudes, relational sensitivity, curiosity, and agency.