Relational Cognition in Learning: Integrating Kathleen M. Quinlan’s Insights

Kathleen M. Quinlan’s work, “How emotion matters in four key relationships in teaching and learning in higher education”, provides a crucial foundation for understanding how relationships, both within and outside the classroom, impact the learning process. Quinlan identifies four key relationships—relationships with the subject, with teachers, with peers, and with the self—as essential for deep learning and cognitive engagement. These relationships are not just peripheral but central to how individuals make meaning, regulate emotions, and navigate the complexities of academic environments. By integrating Quinlan’s framework with insights from other fields, such as neuroscience, sociology, anthropology, and primatology, we deepen our understanding of how relational cognition operates across various contexts.

1. Relationship with the Subject: Emotional Engagement as Cognitive Motivation

Quinlan emphasizes that when students see the relevance of a subject to their own experiences, aspirations, or societal issues, they become emotionally engaged, leading to higher levels of motivation and curiosity. This aligns with neuroscientific research that suggests emotional systems in the brain lead cognitive processes, with the prefrontal cortex adopting a learner's role under the guidance of the limbic system. In educational contexts, emotional engagement catalyzes learning. When students connect emotionally with a subject, their cognitive frameworks are activated, facilitating deeper understanding and retention.

Quinlan's observation ties into relational cognition, where meaning-making in relation to the subject is shaped by how students emotionally relate to the material. From a sociological perspective, this is influenced by broader cultural contexts, societal issues, and personal identity, which frame how students approach learning. The work of Pierre Bourdieu on habitus further enriches this by suggesting that students' emotional responses to the subject matter are shaped by their social background and experiences. This view reinforces the importance of recognizing the social dimensions of relational cognition in learning.

2. Relationships Between Students and Teachers: Emotional Co-Regulation and Cognitive Growth

Quinlan’s second relationship focuses on the student-teacher dynamic, underscoring that teaching is fundamentally an emotional interaction. The way teachers communicate and emotionally engage with students directly influences how students feel about their ability to learn and succeed. This aligns with Damasio's exploration of emotion and cognition, which suggests that emotional systems play a foundational role in cognitive processes. Positive teacher-student interactions, characterized by empathy, vulnerability, and curiosity, create an emotional environment that encourages students to engage more deeply with the content.

Goffman’s dramaturgical approach complements this by suggesting that the emotional dynamics between teachers and students are performative in nature, with both parties adopting roles that influence the social environment of the classroom. Teachers, by modeling emotions such as excitement and curiosity, provide a space where students feel safe to express vulnerability and embrace learning. Relational metacognition in this context involves both students and teachers reflecting on their emotional responses and adjusting their strategies to improve engagement and learning outcomes.

3. Peer Relationships: Social Cognition and Cognitive Flexibility

Quinlan’s third key relationship—the relationships between students and their peers—highlight the importance of social cognition in learning. Peer interactions are critical for developing cognitive flexibility, empathy, and problem-solving abilities. Social cognition theories emphasize that learning is inherently a social process, shaped by our interactions with others. Peer feedback, group discussions, and collaborative learning opportunities create spaces where students can explore different perspectives, enhance their emotional intelligence, and strengthen their cognitive skills.

From a primatological perspective, behaviors such as cooperation, empathy, and fairness in primates provide an evolutionary context for these social dynamics. As Frans de Waal and Michael Tomasello suggest, these behaviors are foundational to social cognition in humans. Peer interactions, in essence, provide students with opportunities to engage in relational cognition that extends beyond individual learning, helping them to integrate and apply knowledge collaboratively.

4. Relationship with the Self: Identity, Reflection, and Transformational Learning

The fourth relationship, according to Quinlan, involves students’ relationship with themselves, which is crucial for transformative learning. As students encounter new ideas and challenge their existing beliefs, they engage in a process of self-reflection, rethinking their values, beliefs, and worldviews. This introspective process is deeply intertwined with metacognition—the ability to reflect on one’s own thinking, emotions, and learning strategies.

Bourdieu’s theory of habitus is particularly relevant here, as it highlights how students’ past experiences and social backgrounds shape their self-concept and learning strategies. The process of cognitive transformation often involves reconciling past experiences with new knowledge, a dynamic process where emotions play a pivotal role in reshaping students' cognitive schemas. Reflecting on these emotional and cognitive shifts is a key part of the relational metacognitive process.

Quinlan’s focus on the self aligns with Damasio's insights, which emphasize the mind-body connection in shaping personal identity. Emotions are not separate from cognitive processes; they are an integral part of how we understand ourselves and the world around us. As students reflect on their learning, they integrate emotional and cognitive responses to shape a deeper sense of identity and belonging within the educational community.

Relational Cognition as an Evolving, Multidisciplinary Concept

Incorporating Quinlan’s work into the broader context of relational cognition reveals a holistic view of learning that transcends the individual. Relational metacognition becomes an essential tool for understanding how students navigate the emotional and cognitive challenges of education. By reflecting on the relational dynamics—emotional responses, social influences, and cognitive processes—students can better navigate the complexities of learning, improving both their academic performance and social interactions.

This multidisciplinary approach, which integrates sociological, psychological, neuroscientific, and anthropological perspectives, enriches Quinlan’s framework. The emotional dynamics at play in educational relationships—whether with the subject, the teacher, peers, or oneself—are shaped not only by personal experiences but also by social and cultural contexts. As Goffman and Bourdieu suggest, these relational dynamics are influenced by broader social structures, power dynamics, and cultural narratives, all of which play a role in shaping how emotions and cognition coalesce in educational settings.

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Conclusion

By expanding Quinlan’s exploration of relational cognition in education with insights from other disciplines, we gain a richer understanding of how relational dynamics shape learning outcomes. Relational cognition is not just about individual cognitive processes but about how those processes are influenced by and enacted within relational contexts. This aligns with relational metacognition, a concept that emphasizes the reflective awareness of one’s own learning processes in interaction with others, and is essential for fostering deeper engagement and understanding.

The integration of emotional co-regulation, cultural frameworks, and social interaction into educational theory enables a more nuanced understanding of how learning occurs. Furthermore, the BOBIP method (Bringing Out the Best in People), developed by Evelien Verschroeven, provides a practical approach to accelerating both individual and collective learning by emphasizing the relational aspects of education. Based on principles of relational metacognition, BOBIP encourages individuals to reflect on their interactions and cognitive strategies in order to enhance collaboration, emotional intelligence, and learning outcomes. This method fosters an environment where individuals and groups can thrive by creating constructive, supportive relational dynamics that drive meaningful engagement ( involvement).

As part of the larger "R" (Masse Conversations) framework, BOBIP contributes to a transformative approach to learning that not only focuses on cognitive outcomes but also on the relational and emotional dimensions of learning. By building on this research, we can deepen our understanding of relational cognition as a dynamic, evolving process that requires continuous reflection, adaptation, and collaboration.

Incorporating relational metacognition, as emphasized in both Quinlan’s work and the BOBIP method, enables educators and students alike to cultivate a more reflective, adaptive approach to learning. This approach acknowledges the profound role that emotions and relationships play in shaping cognitive development. By creating relational spaces where both emotional and intellectual growth are nurtured, we can support students in navigating the complexities of learning and personal development, ultimately leading to richer educational experiences.

As relational cognition continues to be explored across disciplines, its implications for educational practices, emotional intelligence, and social dynamics will become increasingly evident, offering valuable insights into how we can better support learning in diverse and evolving contexts.

For more on the BOBIP method and its application in accelerating collective and individual learning, refer to ta larger article: BOBIP: Bringing Out the Best In People

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