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Introduction

  • Stephanie Olsen
Chapter
Part of the Palgrave Studies in the History of Emotions book series (Palgrave Studies in the History of Emotions)

Abstract

Where could modern children find joy? In Uganda, some found it in a leper home. In New Zealand, others found it through Christian faith and their minister’s sermons. Where did young people learn about fear, but also about defiance? Some learnt in family settings, by their fathers’ examples, while others learnt in public school. Where could late nineteenth-century Indian girls learn ‘reasoned emotion’? Some ‘experts’ maintained they could learn it through marriage and conjugal love. In England after the Second World War, other ‘experts’ insisted that architecture could condition or facilitate a child’s emotional self-governing. Where could children seek out ‘healing feelings’ after wartime fear, grief and deprivation? Some found them in singing together, some found them in their lived spaces, while others found them through feelings of patriotism. Still others did not feel what they were ‘supposed’ to feel at all. Were ‘hot’ or ‘cold’ feelings desirable in early republican Colombian children? What was an effective way to get American boys to really feel American? Was grief for deceased children an effective means to lobby for legislative change in England? This book introduces such a rich heterodoxy of childhood and emotional development and experience, contextualized by an equally diverse range of pedagogical, parenting and policy approaches to childhood emotions. But where there is empirical diversity, the scholars assembled here have found new, common questions and novel approaches, which suggest innovative theoretical and methodological ways forward for the history of childhood, through the history of emotions.

Keywords

Modern History Emotional Community Emotional Formation Emotional Education Conjugal Love 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Notes

  1. 1.
    Nina Verheyen, ‘Age(ing) with Feeling’, in Ute Frevert et al. (eds), Emotional Lexicons: Continuity and Change in the Vocabulary of Feeling, 1700–2000 (Oxford University Press, 2014), 151–176, here 168.CrossRefGoogle Scholar
  2. 2.
    Peter N. Stearns, ‘Childhood Emotions in Modern Western History’, in Paula S. Fass (ed.), The Routledge History of Childhood in the Western World (London: Routledge, 2013), 158–173, here 165.Google Scholar
  3. 3.
    See, for example, Peter N. Stearns and Carol Z. Stearns, ‘Emotionology: Clarifying the History of Emotions and Emotional Standards’, American Historical Review 90 (4) (1985), 813–836;CrossRefGoogle Scholar
  4. Monique Scheer, ‘Are Emotions a Kind of Practice (and is that What Makes Them Have a History)? A Bourdieuan Approach to Understanding Emotion’, History and Theory 51 (2) (2012), 193–220;CrossRefGoogle Scholar
  5. Joseph M. Hawes and N. Ray Hiner, ‘Hidden in Plain View: The History of Children (and Childhood) in the Twenty-First-Century’, Journal of the History of Childhood and Youth 1 (1) (2008), 43–49.CrossRefGoogle Scholar
  6. 5.
    Peter N. Stearns, ‘Modern Patterns in Emotions History’, in Susan J. Matt and Peter N. Stearns (eds), Doing Emotions History (Urbana: University of Illinois Press, 2014), 17–40, here 18 and 30–31.Google Scholar
  7. 6.
    For a discussion of the British example, see Stephanie Olsen, Juvenile Nation: Youth, Emotions and the Making of the Modern British Citizen, 1880–1914 (London: Bloomsbury, 2014), 4. This was also true in the Raj, although Indian children were sometimes perceived as small adults and thus were not granted the privileges of childhood. See, for example, Olsen, Juvenile Nation, 118;Google Scholar
  8. and Satadru Sen, Colonial Childhoods: The Juvenile Periphery of India, 1850–1945 (London: Anthem Press, 2005), 51.Google Scholar
  9. Thomas Dixon, ‘Educating the Emotions from Gradgrind to Goleman’, Research Papers in Education 27 (4) (2012), 481–495;CrossRefGoogle Scholar
  10. Peter N. Stearns, ‘Girls, Boys and Emotions: Redefinitions and Historical Change’, Journal of American History (June 1993), 36–74;Google Scholar
  11. Peter N. Stearns, ‘Defining Happy Childhoods: Assessing a Recent Change’, Journal of the History of Childhood and Youth 3 (2) (2010), 165–186;CrossRefGoogle Scholar
  12. Peter N. Stearns and Timothy Haggerty, ‘The Role of Fear: Transitions in American Emotional Standards for Children, 1850–1950’, American Historical Review 96 (1) (1991), 63–94;CrossRefGoogle Scholar
  13. Karen Vallgârda, Imperial Childhoods and Christian Mission: Education and Emotions in South India and Denmark (Basingstoke: Palgrave Macmillan, 2015);Google Scholar
  14. Juliane Brauer, ‘Clashes of Emotions: Punk Music, Youth Subculture, and Authority in the GDR’, Social Justice 38 (4) (2012), 53–70.Google Scholar
  15. 8.
    John Gillis, ‘Transitions to Modernity’, in Jens Qvortrup, William A. Corsaro and Michael-Sebastian Honig (eds), The Palgrave Handbook of Childhood Studies (Basingstoke: Palgrave Macmillan, 2011),114–126, here 118–119.Google Scholar
  16. 9.
    For an approach that uncovers these global processes in novel ways, see Heather Ellis (ed.), Juvenile Delinquency and the Limits of Western Influence, 1850–2000 (Basingstoke: Palgrave Macmillan, 2014).Google Scholar

Copyright information

© Stephanie Olsen 2015

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  • Stephanie Olsen

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