1
Department of Philosophy, Faculty of Humanities, Khatam University, Tehran, Iran
2
Academic center for education culture and research, Tehran, Iran
10.22108/mph.2026.147417.1689
Abstract
While analytic philosophers have recently paid more attention to emotions, the relationship between emotions and language has not yet been adequately addressed. This paper takes a step toward filling this gap by developing a non-conceptualist account of the content of emotions. We also investigate the pedagogical implications of our discussion of the linguistic aspect of emotions. In our final analysis, we distinguish three levels. At the first level, we argue that a crucial part of the content of emotions is non-conceptual and non-linguistic. At the second level, we examine the portion of emotional content that is captured by demonstratives. The third level is dedicated to discussing general emotional terms and their content. The pedagogical upshot of the first level is that the possibility of pedagogy through emotions is restricted. The second level highlights the importance of teaching by doing, and the third level underscores the necessity of re-engineering defective emotional language before any pedagogical attempt.
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