Edited by Halvor Eifring

Do all cultures and historical periods have a concept corresponding to the English word emotion? This collection of essays is concerned with the closest candidate within the Chinese language, namely the term qíng. What is the meaning of this term in different periods and genres? What are the types of discourse in which it is typically found? This volume contains two essays on the notion of qíng in classical sources, two on Chan Buddhist usage, and two on fiction and drama from the Ming and Qing dynasties. An introductory essay discusses the complex historical development of the term. Together, the essays may be read as a first step towards a conceptual history of one of the key terms in traditional Chinese culture.

Series:

Edited by Barbara Schuler

In Historicizing Emotions: Practices and Objects in India, China, and Japan, nine Asian Studies scholars offer intriguing case studies of moments of change in community or group-based emotion practices, including emotionally coded objects. Posing the questions by whom, when, where, what-by, and how the changes occurred, these studies offer not only new geographical scope to the history of emotions, but also new voices from cultures and subcultures as yet unexplored in that field. This volume spans from the pre-common era to modern times, with an emphasis on the pre-modern period, and includes analyses of picturebooks, monks’ writings, letters, ethnographies, theoretic treatises, poems, hagiographies, stone inscriptions, and copperplates. Covering both religious and non-religious spheres, the essays will attract readers from historical, religious, and area studies, and anthropology.
Contributors are: Heather Blair, Gérard Colas, Katrin Einicke, Irina Glushkova, Padma D. Maitland, Beverley McGuire, Anne E. Monius, Kiyokazu Okita, Barbara Schuler.

Cognition in Emotion

An Investigation through Experiences with Art

Series:

Tone Roald

Emotions are essential for human existence, both lighting the way toward the brightest of achievements and setting the course into the darkness of suffering. Not surprisingly, then, emotion research is currently one of the hottest topics in the field of psychology. Yet to divine the nature of emotion is a complex and extensive task. In this book emotions are approached thought an exploration of the nature of cognition in emotion; the nature of thoughts in feelings. Different approaches to emotions are explored, from brain research to research at the level of experience, and it is argued that all approaches must seriously take into account the experiential dimension. A qualitative study of experiences with art is therefore presented, as emotions and cognition are often expressed in experiences with art. It is the first study of its kind. Descriptions of various affective phenomena are then given which have significant implications for contemporary debates about emotions, resolving several contemporary controversies.

Metaphors, Narratives, Emotions

Their Interplay and Impact

Series:

Stefán Snævarr

This book argues that there is a complex logical and epistemological interplay between the concepts of metaphor, narrative, and emotions. They share a number of important similarities and connections. In the first place, all three are constituted by aspect-seeing, the seeing-as or perception of Gestalts. Secondly, all three are meaning-endowing devices, helping us to furnish our world with meaning. Thirdly, the threesome constitutes a trinity. Emotions have both a narrative and metaphoric structure, and we can analyse the concepts of metaphors and narratives partly in each other’s terms. Further, the concept of narratives can partly be analysed in the terms of emotions. And if emotions have both a narrative structure and a metaphoric one, then the concept of emotions must to some extent be analysable through the concepts of narratives and metaphors. But there is more. Metaphors (especially poetic ones) are important tools for the understanding of the tacit sides of emotions, perhaps because of the metaphoric structure of emotions. The notion that narrations can be tools for understanding emotions follows from two facts: narrations are devices for explanation and emotions have a narrative structure. Fourthly, the threesome has an impact on our rationality. It has become commonplace to say that emotions have a cognitive content, that narratives have an explanatory function, and that metaphors can perform cognitive functions. This book is the first attempt to articulate the implications that these new ways of seeing the three concepts entail for our concept of reason. The cognitive roles of the threesome suggest a richer notion of rationality than has traditionally been held, a rationality enlivened with metaphoric, narrative, and emotive qualities.

Edited by Katie Barclay, Andrew Lynch and Giovanni Tarantino

EHCS is dedicated to understanding the emotions as culturally and temporally-situated phenomena, and to exploring the role of emotion in shaping human experience and action by individuals, groups, societies and cultures.

EHCS welcomes theoretically-informed work from a range of historical, cultural and social domains. The journal aims to illuminate (1) the ways emotion is conceptualized and understood in different temporal or cultural settings, from antiquity to the present, and across the globe; (2) the impact of emotion on human action and in processes of change; and (3) the influence of emotional legacies from the past on current social, cultural and political practices.

EHCS is interested in multidisciplinary approaches (both qualitative and quantitative), from history, art, literature, languages, music, politics, sociology, cognitive sciences, cultural studies, environmental humanities, religious studies, linguistics, philosophy, psychology, and related disciplines. The journal also invites papers that interrogate the methodological and critical problems of exploring emotions in historical, cultural and social contexts, and the relation between past and present in the study of feelings, passions, sentiments, emotions and affects. Finally, Emotions also accepts theoretically-informed and reflective scholarship that explores how scholars access, uncover, construct and engage with emotions in their own scholarly practice.

Following an initial review process by the editors, EHCS sends acceptable submissions to two expert independent readers outside the author’s home institution, employing a double-blind review procedure.

EHCS is published on behalf of the Society for the History of Emotions.

Emotion, Violence, Vengeance and Law in the Middle Ages

Essays in Honour of William Ian Miller

Series:

Edited by Kate Gilbert and Stephen D. White

Contributions to this Festschrift for the renowned American legal and literary scholar William Ian Miller reflect the extraordinary intellectual range of the honorand, who is equally at home discussing legal history, Icelandic sagas, English literature, anger and violence, and contemporary popular culture. Professor Miller's colleagues and former students, including distinguished academic lawyers, historians, and literary scholars from the United States, Canada, and Europe, break important new ground by bringing little-known sources to a wider audience and by shedding new light on familiar sources through innovative modes of analysis.
Contributors are Stuart Airlie, Theodore M. Andersson, Nora Bartlett, Robert Bartlett, Jordan Corrente Beck, Carol J. Clover, Lauren DesRosiers, William Eves, John Hudson, Elizabeth Papp Kamali, Kimberley-Joy Knight, Simon MacLean, M.W. McHaffie, Eva Miller, Hans Jacob Orning, Jamie Page, Susanne Pohl-Zucker, Amanda Strick, Helle Vogt, Mark D. West, and Stephen D. White.

Emotions Hold the Self Together

Self-Consciousness and the Functional Role of Emotion

Alexandra Zinck

While classical philosophy of mind regards cognitive faculties, such as consciousness, attention and emotions, as autonomous modalities, modern neuroscience teaches us that these should be considered with respect to the experiencing self. Fear, anger, joy or sadness should not be considered as distinct phenomena but in relation to the self which experiences them on the one hand and expresses them on the other. This book endeavours to draw a framework of self-referential emotions as a plane in which the self is active. Using notions from classical and modern analytical philosophy of mind as well as findings from cognitive psychology and neuroscience, the main idea presented here is that emotions, and self-referential emotions in particular, are essential for the constitution of the self. Emotions provide the self with evaluative information about the self’s faring in the world. Moreover, by facilitating communication with other 'selves', emotions further promote understanding of other’s evaluations of the self, enhancing the development of a self-concept and conscious self-experience. It is proposed that highly salient emotional self-reference and evaluative self-experience are at the core of various levels of self-consciousness. Self-referential emotions therefore might have implications for understanding one’s behavior as well as its breakdown in various pathologies such as in Autism spectrum disorder and affective disorders.

Dealing with Emotions

A Pedagogical Challenge to Innovative Learning

Series:

Edited by Birthe Lund and Tatiana Chemi

Education is always evolving, consistently with a society in flux. So transformations in learning and pedagogy are necessary. These endless, rapid changes in pedagogy influence students and educators in a variety of ways and awake diverse emotions, from happiness to fear, from joy to anger. Emotions are proven to influence the ways students interact with the world. In the present book, the authors reflect on emotions and education from multiple perspectives: the socio-cultural perspective that looks at interactions among individuals, the creation and recreation of the self and others, the study of collaboration, change processes (transformative learning) and aesthetic and creative learning processes. The purpose of this volume is to reflect on students’ and educators’ emotional responses. The construction of a safe, stimulating learning climate is essential in innovative learning processes - emotional interactions, student-teacher relations and student-student interaction lay the foundation for collaboration and deep learning. The present book offers empirical documentation and theoretical reflections on how pedagogical and educational changes might challenge or facilitate learning for students and educators.

Emotions as Natural and Social Kinds

An Integrative Approach To Evolutionary And Social Constructionist Perspectives On Emotions

Anna Welpinghus

Emotions are shaped by evolution and they are shaped by culture. This book explores several ways in which emotions are shaped by culture, and examines what they tells us about the nature of emotions. A crude dichotomy between evolution and culture is certainly not warranted, since evolutionary frameworks can accommodate many cultural influences on emotions. However, the most deeply culturally shaped emotions, those which deserve to be called 'socially constructed', call for significant modifications of existing evolutionary frameworks. This book argues for a new version of Social Constructionism for emotions: Some emotions are social kinds rather than non-social natural kinds. This study thereby introduces new distinctions apart from the familiar distinction between cognitive and non-cognitive emotions. This book includes some applications to topics of practical relevance: jealousy is neither a paradigmatic cognitive emotion nor a paradigmatic basic one. This analysis casts doubt on the cognitive/basic distinction and speaks against an overtly moralized understanding of jealousy. Finally, some arguments about the desirability of exclusivity in romantic relationships are explored.

Series:

Edited by Susan Broomhall

Ordering Emotions in Europe, 1100-1800 investigates how emotions were conceptualised and practised in the medieval and early modern period, as they ordered systems of thought and practice—from philosophy and theology, music and literature, to science and medicine.

Analysing discursive, psychic and bodily dimensions of emotions as they were experienced, performed and narrated, authors explore how emotions were understood to interact with more abstract intellectual capacities in producing systems of thought, and how these key frameworks of the medieval and early modern period were enacted by individuals as social and emotional practices, acts and experiences of everyday life.

Contributors are: Han Baltussen, Susan Broomhall, Louis C. Charland, Louise D’Arcens, Raphaële Garrod, Yasmin Haskell, Danijela Kambaskovic, Clare Monagle, Juanita Feros Ruys, François Soyer, Robert Weston, Carol J. Williams, R.S. White, and Spencer E. Young.