ABSTRACT
This chapter lays the groundwork for joy-centered pedagogy by initially delineating problematic aspects of the Academy that deleteriously impact students, many of whom are also experiencing compounding other stressors. While recognizing existing pedagogical strategies developed to address these challenges, the author argues that they are insufficient without integrating joy as a fundamental catalyst. In defining joy-centered pedagogy, the chapter shows the ways joy can activate other pro-social emotions and effects (like experience-dependent neuroplasticity and resilience) and promote intrinsic motivation and student agency. By also naming the neuroscience of joy, the chapter advocates for the inclusion of meta-emotional learning alongside meta-cognitive endeavors.
