Emotions In History
2 total works
Civilizing Emotions
by Margrit Pernau, Helge Jordheim, Orit Bashkin, Christian Bailey, Oleg Benesch, Jan Ifversen, Mana Kia, Rochona Majumdar, Angelika C Messner, and Myoung-kyu Park
Published 27 August 2015
At the beginning of the twenty-first century, the vocabulary of civility and civilization is very much at the forefront of political debate. Most of these debates proceed as if the meaning of these words were self-evident. This is where Civilizing Emotions intervenes, tracing the history of the concepts of civility and civilization and thus adding a level of self-reflexivity to the present debates. Unlike previous histories, Civilizing Emotions
takes a global perspective, highlighting the roles of civility and civilization in the creation of a new and hierarchized global order in the era of high imperialism and its entanglements with the developments in a number of well-chosen European and Asian countries.
Emotions were at the core of the practices linked to the creation of a new global order in the nineteenth century. Civilizing Emotions explores why and how emotions were an asset in civilizing peoples and societies - their control and management, but also their creation and their ascription to different societies and social groups. The study is a contribution to the history of emotions, to global history, and to the history of concepts, three rapidly developing and innovative research
areas which are here being brought together for the first time.
takes a global perspective, highlighting the roles of civility and civilization in the creation of a new and hierarchized global order in the era of high imperialism and its entanglements with the developments in a number of well-chosen European and Asian countries.
Emotions were at the core of the practices linked to the creation of a new global order in the nineteenth century. Civilizing Emotions explores why and how emotions were an asset in civilizing peoples and societies - their control and management, but also their creation and their ascription to different societies and social groups. The study is a contribution to the history of emotions, to global history, and to the history of concepts, three rapidly developing and innovative research
areas which are here being brought together for the first time.
Learning How to Feel
by Ute Frevert, Pascal Eitler, Stephanie Olsen, Uffa Jensen, Margrit Pernau, Daniel Bruckenhaus, Magdalena Beljan, Benno Gammerl, Anja Laukoetter, and Bettina Hitzer
Published 24 July 2014
Learning How to Feel explores the ways in which children and adolescents learn not just how to express emotions that are thought to be pre-existing, but actually how to feel. The volume assumes that the embryonic ability to feel unfolds through a complex dialogue with the social and cultural environment and specifically through reading material. The fundamental formation takes place in childhood and youth. A multi-authored historical monograph, Learning
How to Feel uses children's literature and advice manuals to access the training practices and learning processes for a wide range of emotions in the modern age, circa 1870-1970. The study takes an international approach, covering a broad array of social, cultural, and political milieus in Britain, Germany,
India, Russia, France, Canada, and the United States.
Learning How to Feel places multidirectional learning processes at the centre of the discussion, through the concept of practical knowledge. The book innovatively draws a framework for broad historical change during the course of the period. Emotional interaction between adult and child gave way to a focus on emotional interactions among children, while gender categories became less distinct. Children were increasingly taught to take responsibility for their own emotional development,
to find 'authenticity' for themselves. In the context of changing social, political, cultural, and gender agendas, the building of nations, subjects and citizens, and the forging of moral and religious values, Learning How to Feel demonstrates how children were provided with emotional learning tools through
their reading matter to navigate their emotional lives.
How to Feel uses children's literature and advice manuals to access the training practices and learning processes for a wide range of emotions in the modern age, circa 1870-1970. The study takes an international approach, covering a broad array of social, cultural, and political milieus in Britain, Germany,
India, Russia, France, Canada, and the United States.
Learning How to Feel places multidirectional learning processes at the centre of the discussion, through the concept of practical knowledge. The book innovatively draws a framework for broad historical change during the course of the period. Emotional interaction between adult and child gave way to a focus on emotional interactions among children, while gender categories became less distinct. Children were increasingly taught to take responsibility for their own emotional development,
to find 'authenticity' for themselves. In the context of changing social, political, cultural, and gender agendas, the building of nations, subjects and citizens, and the forging of moral and religious values, Learning How to Feel demonstrates how children were provided with emotional learning tools through
their reading matter to navigate their emotional lives.