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Emotional Settings in Early Modern Pedagogical Culture: Hamlet, The Faerie Queene, and Arcadia
by Judith OwensThis book is notable for bringing together humanist schooling and familial instruction under the banner of emotions and for studying seminal works of early modern literature within this new analytical context. It thus furnishes unique ways to think about two closely interrelated moral imperatives: shaping boys into civil subjects; and fashioning heroic agency and selfhood in literature. In tracing the emotional dynamics of the humanist classroom, this book shows just how thoroughly school could accommodate resistance to authority and foster unruly boys. In gauging the emotional pressures at work in filial relationships, it shows how profoundly sons could experience patriarchal authority as provisional, negotiable, or damaging. In turning to Shakespeare’s Hamlet, Spenser’s Prince Arthur, and Sidney’s Arcadian heroes, Emotional Settings highlights the ways in which the respective emotional and moral imperatives of home and school could bring conflicting pressures to bear in the formation of heroic agency – and at what cost. Engaging and accessible, this book will appeal to scholars interested in early modern literature, pedagogy, histories of emotion, and histories of the family, as well as to graduate students and advanced undergraduate students in these fields.
Emotional Transitions in Contemporary Afrodiasporic Women’s Writing: Defying the Ontology of the Stranger (Routledge Research in Postcolonial Literatures)
by Ángela Suárez-RodríguezThis book is an in-depth study of the category "stranger" as represented in four contemporary Afrodiasporic novels of female authorship: Chimamanda Ngozi Adichie’s Americanah, Sefi Atta’s A Bit of Difference, NoViolet Bulawayo’s We Need New Names and Imbolo Mbue’s Behold the Dreamers. Examined from an interdisciplinary perspective that brings together different approaches to the figure of the stranger and Affect Theory, the plurality of experiences of estrangement, disorientation and unbelonging portrayed in these texts allows expansion upon Sara Ahmed’s (2000) investigation of "stranger fetishism" and, in so doing, contributes to the recent call for a more nuanced understanding of the idea of "stranger". In particular, the critical and comparative study of the different migration experiences of the protagonists reveals that, within the framework of the contemporary African diaspora to the West, "strange(r)ness" is a situated, embodied and emotional condition that depends on the politics of location and of identity from which it emerges. This book will particularly appeal to scholars and students in the fields of Postcolonial Studies, African Diaspora Studies and Black Women’s Literature, and will also be suitable for students at graduate and advanced undergraduate levels in English Studies.
Emotional Value in the Composition Classroom: Self, Agency, and Neuroplasticity (Routledge Research in Writing Studies)
by Ryan CrawfordUsing the concept of "plasticity," or the brain’s ability to change through growth and reorganization, as a theoretical framework, this book argues that encouraging an exploration of the self better establishes emotional value in the composition classroom. This book explores recent evidence from studies in modern neuroscience to provide biological correlations between current and developing theory and pedagogy in Composition Studies. Starting with the concept of self, each subsequent chapter builds a neurobiological understanding of how emotional value, intrinsic motivation, creativity, and happiness are constructed and felt. This material exploration shows how these factors can maintain motivation, improve long-term memory, encourage creative risk, and initiate complex considerations of being. Recognizing the shift in Composition Studies to posthuman and new materialist methodologies, this modern neuroscience is presented as a useful parallel to—rather than being at odds with—these and other current methodologies, theories, and pedagogies. Outlining the need for a more student-focused, guided-discovery framework for the composition classroom, this interdisciplinary resource will be of interest to scholars and students in the field of Composition Studies, Communication Studies, Education, Psychology, and Philosophy.
Emotional and Behavioral Problems: A Handbook for Understanding and Handling Students
by Richard L. Simpson Paul Zionts Laura ZiontsA guide to teaching students with emotional and behavioral problems.
Emotionality: Heterosexual Love and Emotional Development in Popular Romance (Routledge Focus on Literature)
by Eirini ArvanitakiThis book focuses on the projections of romantic love and its progression in a selection of popular romance novels and identifies an innovation within the genre’s formula and structure. Taking into account Giddens’s notion of ‘confluent’ love, this book argues that two forms of love exist within these texts: romantic and confluent love. The analysis of these love variants suggests that a continuum emerges which signifies the complexity but also the formation and progressive nature of the protagonists’ love relationships. This continuum is divided into three stages: the pre-personal, semi-personal, and personal. The first phase connotes the introduction of the protagonists and describes the sexual attraction they experience for each other. The second phase refers to the initiation of the sexual interaction between the heroine and hero without any emotional involvement. The third and final phase begins when emotions such as jealousy, shame/guilt, anger, and self-sacrifice are awakened and acknowledged.
Emotions Revealed: Recognizing Faces and Feelings to Improve Communication and Emotional Life
by Paul EkmanThe author has made the study of emotion his life work, and in this book he draws together more than thirty years of study to examine the wide range of human emotions. He emphasizes that facial expressions are universal, and explains the precise muscle movements that appear with sadness, anger, surprise, disgust, and other feelings. He suggests that making a particular facial expression can actually trigger the feeling which that expression represents. Ekman believes that a clearer understanding of the components and expression of feelings can enhance our communications and help us to build healthier relationships.
Emotions and Affect in Language Learning: A Photovoice Study of Learning in Lockdown (Routledge Focus on Applied Linguistics)
by Larisa NikitinaThis book explores emotions and affect in language learning during total lockdown during the early phase of the COVID‑19 pandemic when all teaching and learning activities had to transition online. Having classes online and learning in lockdown was an unknown, disconcerting, and emotionally saturated experience for both the teachers and their students majoring in foreign languages.To explore this, the author conducted a study at a Malaysian university using perezhivanie, a concept introduced by Lev Vygotsky (1896–1934), as a theoretical foundation for pedagogically oriented research on affect and emotions. It refers to an intense emotional lived‑through experience that often leads to a qualitative change within an individual. To capture the students’ experiences of learning in total lockdown, she also employs photovoice methodology as an analytical approach. In her book, Nikitina demonstrates using the photovoice method to capture the emotional ebbs and flows inherent in perezhivania. The theoretical framework of perezhivanie and novel photovoice methodology adopted in this book can be employed in future explorations of emotional labours of students and their teachers in a wide range of educational settings.This book’s theoretical anchoring, robust methodology, and rigorous analysis of visual and linguistic data findings presented in this book will contribute to a better understanding of learning and teaching during challenging circumstances for students and academics of applied linguistics, psychology of language learning, or second language acquisition.
Emotions and Contingencies in Conrad's Fiction
by Yoko OkudaThis book sets out to elucidate Conrad’s unique insight into the workings of human emotions for a readership of scholars and graduate students engaged in Conrad studies. It argues that the originality of Conrad’s conception of human emotions lies in his comprehensive grasp of emotions in the broad framework of a contingent world; he regards emotions as fundamentally a manifestation of human defiance towards reality. The book takes up seven of Conrad’s works which are of significance from the perspective of emotions and contingencies, including ‘Heart of Darkness’ and Nostromo.
Emotions and English Language Teaching: Exploring Teachers’ Emotion Labor
by Sarah BeneschTaking a critical approach that considers the role of power, and resistance to power, in teachers’ affective lives, Sarah Benesch examines the relationship between English language teaching and emotions in postsecondary classrooms. The exploration takes into account implicit feeling rules that may drive institutional expectations of teacher performance and affect teachers’ responses to and decisions about pedagogical matters. Based on interviews with postsecondary English language teachers, the book analyzes ways in which they negotiate tension—theorized as emotion labor—between feeling rules and teachers’ professional training and/or experience, in particularly challenging areas of teaching: high-stakes literacy testing; responding to student writing; plagiarism; and attendance. Discussion of this rich interview data offers an expanded and nuanced understanding of English language teaching, one positing teachers’ emotion labor as a framework for theorizing emotions critically and as a tool of teacher agency and resistance.
Emotions and Virtues in Feature Writing: The Alchemy of Creating Prize-Winning Stories
by Jennifer MartinThis book provides an important and original way of understanding how journalists use emotion to communicate to readers, posing the deceptively simple question, ‘how do journalists make us feel something when we read their work?’. Martin uses case-studies of award-winning magazine-style features to illuminate how some of the best writers of literary journalism give readers the gift of experiencing a range of perspectives and emotions in the telling of a single story. Part One of this book discusses the origins and development of narrative journalism and introduces a new theoretical framework, the Virtue Paradigm, and a new textual analysis tool, the Virtue Map. Part Two includes three case-studies of prize-winning journalism, demonstrating how the Virtue Paradigm and the Virtue Map provide fresh insight into narrative journalism and the ongoing conversation of what it means to live well together in community.
Emotions and War: Medieval to Romantic Literature
by Andrew Lynch Stephanie Downes Katrina O’loughlinLiterature records, remembers, and recreates war and war's emotions in many forms: whether narrated by an eye-witness, an observer at distance, or one who contemplates conflict in the past, war is remembered through a wide range of literary texts, from narrative poems to personal letters and tomb inscriptions. The essays collected here explore the emotions of war in texts from the Middle Ages to the era of Romanticism, and in forms ranging from medieval chivalric biography to war correspondence in The Times. Brought together in this way, they show the impact of actual war experience on the literary production of emotions in the medieval and early modern periods. They illustrate how emotional life itself was – and continues to be - conceived and structured as part of human identity during wartime, in culturally and historically specific ways. By rejecting modern assumptions about the emotions of conflict, Emotions and War reveals the multifarious and discontinuous nature ofhistorical emotions and emotional histories of wars past.
Emotions in Muslim Hausa Women's Fiction: More than Just Romance (Global Africa)
by Umma Aliyu MusaThis book examines the emotions expressed in Hausa women’s prose fiction in northern Nigeria, showing how Hausa Muslim women writers use fiction in their indigenous language to demonstrate and express their anger about the problems they face in a patriarchal society. Umma Aliyu Musa shows how Hausa women authors use literature as a subversive instrument to voice their anger and draw attention to their plight, and what they perceive to be unfair traditional authority in a male-dominated society. Their stories about women protagonists who rebel against existing traditional structures enable women readers to understand the anger experienced by other women who have gone through similar situations. Issues at the heart of these women's narratives include forced marriage, polygyny, family honor and the effects of love. The authors' use of metaphorical expressions of anger, particularly those registered through body parts, provides insight into Hausa women's thoughts, culture and socialization within their private spheres. Thus, writing by these women in the Hausa language creates an effective communication network that offers insight into domestic ecology as it affects women. Emotions in Muslim Hausa Women's Fiction will be of interest to scholars and students of African literature, postcolonial literature, gender studies in African society, womanism, emotions and indigenous African fiction studies.
Emotions in Non-Fictional Representations of the Individual, 1600-1850: Between East and West
by Malina Stefanovska Yinghui Wu Marie-Paule de Weerdt-PilorgeThis book addresses the distinct representations of emotions in non-fictional texts from the seventeenth to the mid-nineteenth century (1600-1850). Focusing on memoirs, autobiographies, correspondences and conduct manuals, it argues that in those writings, passions and emotions are differently expressed than in fiction. It also offers a comparative study of texts from cultures as diverse as English, French, Korean and Chinese, and of emotions in relation to genre, identity, and morality during significant cultural transformation of the early modern period. This book is distinctive in its choice of non-fictional genres, its period, and its cross-cultural approach. It can benefit scholars interested in exploring emotion as a historical and cultural product, and in enriching their knowledge of an emerging scholarly direction: studies in self-narratives (autobiography, memoirs, dream narratives, letters, etc.) often insufficiently explored in earlier historical periods.
Emotions in Second Language Teaching
by Juan de Martínez AgudoThis edited volume explores the multifaceted nature of teacher emotions, presenting current research from different approaches and perspectives, focused towards the second language classroom. Twenty three chapters by well-known scholars from the applied linguistics, TESOL and educational psychology fields provide the reader with a holistic picture of teacher emotions, making this collection a significant contribution to the field of second language teaching. Given the emotional nature of teaching, the book explores a number of key issues or dimensions of L2 teachers’ emotions that were until now rarely considered. The contributions present the views of a select group of applied linguistic researchers and L2 teacher educators from around the world. This international perspective makes the book essential reading for both L2 teachers and teacher educators.
Emotions, Language and Identity on the Margins of Europe
by Kyra GiorgiWhen a word describing an emotion is said to be untranslatable, is that emotion untranslatable also? This unique study focuses on three word-concepts on the periphery of Europe, providing a wide-ranging survey of national identity and cultural essentialism, nostalgia, melancholy and fatalism, the production of memory and the politics of hope.
Emotions, Metacognition, and the Intuition of Language Normativity: Theoretical, Epistemological, and Historical Perspectives on Linguistic Feeling
by David Romand Michel Le DuThis book proposes a comprehensive discussion of the issue of linguistic feeling, the subject’s metalinguistic capacity to intuitively apprehend the normative – lexical, syntactic, morphological, phonological… – dimensions of a definite language he or she is acquainted with. The volume’s twelve contributions aim to revisit a concept that, through a fluctuating terminology (“Sprachgefühl,” “sentiment de la langue,” “linguistic intuitions,” etc.), had developed, since the late 18th century, within a variety of cultural contexts and research traditions, and whose theoretical, epistemological, and historical ins and outs had not been systematically explored so far. Beginning with a long opening chapter, the book consists of two parts, one tracing the multifaceted approaches to linguistic feeling from Herder to Wittgenstein, and one offering a representative overview of the debates about the issue at stake in current linguistics and philosophy, while addressing the question of the place of metacognition, normativity, and affectivity in language processes.
Empathetic Memorials: The Other Designs for the Berlin Holocaust Memorial (Palgrave Macmillan Memory Studies)
by Mark CallaghanThis book is a study of the Berlin Holocaust Memorial Competitions of the 1990s, with a focus on designs that kindle empathetic responses. Through analysis of provocative designs, the book engages with issues of empathy, secondary witnessing, and depictions of concentration camp iconography. It explores the relationship between empathy and cultural memory when representations of suffering are notably absent. The book submits that one design represents the idea of an uncanny memorial, and also pays attention to viewer co-authorship in counter-monuments. Analysis of counter-monuments also include their creative engagement with German history and their determination to defy fascist aesthetics. As the winning design for The Memorial to the Murdered Jews of Europe is abstract with an information centre, there is an exploration of the memorial museum. Callaghan asks whether this configuration is intended to compensate for the abstract memorial’s ambiguity or to complement the design’s visceral potential. Other debates explored concern political memory, national memory, and the controversy of dedicating the memorial exclusively to murdered Jews.
Empathetic Space on Screen
by Amedeo D'AdamoIn this book we learn that there is a clear but complex relationship between setting and character on screen. Certain settings stand out above others—think of the iconic gooey dripping tunnels that Ripley stumbles through in Aliens, Norman’s bird-decorated parlour in Psycho or the dark Gotham of certain Batman movies. But what makes these particular settings so powerful and iconic? Amedeo D’Adamo explains why we care about and cry for certain characters, and then focuses on how certain places then become windows onto their emotional lives. Using popular case studies such as Apocalypse Now, Amelie, Homeland and The Secret Garden, this original and insightful book is the first to really explain what makes some settings so effective, revealing an important but as yet uncovered machinery of empathy in visual narrative space. An invaluable resource for students, academics and indeed young filmmakers designing their very own narratives for space on screen.
Empathy and History: Historical Understanding in Re-enactment, Hermeneutics and Education (Making Sense of History #35)
by Tyson RetzSince empathy first emerged as an object of inquiry within British history education in the early 1970s, teachers, scholars and policymakers have debated the concept’s role in the teaching and learning of history. Yet over the years this discussion has been confined to specialized education outlets, while empathy’s broader significance for history and philosophy has too often gone unnoticed. Empathy and History is the first comprehensive account of empathy’s place in the practice, teaching, and philosophy of history. Beginning with the concept’s roots in nineteenth-century German historicism, the book follows its historical development, transformation, and deployment while revealing its relevance for practitioners today.
Empathy and Reading: Affect, Impact, and the Co-Creating Reader
by Suzanne KeenThis pioneering collection brings together Suzanne Keen’s extensive body of work on empathy and reading, charting the development of narrative empathy as an area of inquiry in its own right and extending cross-disciplinary conversations about empathy evoked by reading. The volume offers a brief overview of the trajectory of research following the 2007 publication of Empathy and the Novel, with empathy understood as a suite of related phenomena as stimulated by representations in narratives. The book is organized around three thematic sections—theories; empathetic readers; and interdisciplinary applications—each preceded by a short framing essay. The volume features excerpts from the author’s seminal works on narrative empathy and makes available her harder-to-access contributions. The book brings different strands of the author’s research into conversation with existing debates, with the aim of inspiring future interdisciplinary research on narrative empathy. This book will be of interest to students and scholars in such fields as literary studies, cognitive science, emotion studies, affect studies, and applied contexts where empathetic practitioners work.
Empathy and Reading: Affect, Impact, and the Co-Creating Reader
by Suzanne KeenThis pioneering collection brings together Suzanne Keen’s extensive body of work on empathy and reading, charting the development of narrative empathy as an area of inquiry in its own right and extending cross-disciplinary conversations about empathy evoked by reading. The volume offers a brief overview of the trajectory of research following the 2007 publication of Empathy and the Novel, with empathy understood as a suite of related phenomena as stimulated by representations in narratives. The book is organized around three thematic sections—theories; empathetic readers; and interdisciplinary applications—each preceded by a short framing essay. The volume features excerpts from the author’s seminal works on narrative empathy and makes available her harder-to-access contributions. The book brings different strands of the author’s research into conversation with existing debates, with the aim of inspiring future interdisciplinary research on narrative empathy. This book will be of interest to students and scholars in such fields as literary studies, cognitive science, emotion studies, affect studies, and applied contexts where empathetic practitioners work.
Empathy and its Limits
by Aleida Assmann Ines DetmersThis volume extends the theoretical scope of the important concept of empathy by analysing not only the cultural contexts that foster the generating of empathy, but in focusing also on the limits of pro-social feelings and the mechanisms that lead to its blocking.
Empathy in Contemporary Poetry after Crisis (Palgrave Studies in Affect Theory and Literary Criticism)
by Anna VeprinskaThis book examines the representation of empathy in contemporary poetry after crisis, specifically poetry after the Holocaust, the September 11, 2001 terrorist attacks, and Hurricane Katrina. The text argues that, recognizing both the possibilities and dangers of empathy, the poems under consideration variously invite and refuse empathy, thus displaying what Anna Veprinska terms empathetic dissonance. Veprinska proposes that empathetic dissonance reflects the texts’ struggle with the question of the value and possibility of empathy in the face of the crises to which these texts respond. Examining poems from Charlotte Delbo, Dionne Brand, Niyi Osundare, Charles Reznikoff, Robert Fitterman, Wisława Szymborska, Cynthia Hogue, Claudia Rankine, Paul Celan, Dan Pagis, Lucille Clifton, and Katie Ford, among others, Veprinska considers empathetic dissonance through language, witnessing, and theology. Merging comparative close readings with interdisciplinary theory from philosophy, psychology, cultural theory, history and literary theory, and trauma studies, this book juxtaposes a genocide, a terrorist act, and a natural disaster amplified by racial politics and human disregard in order to consider what happens to empathy in poetry after events at the limits of empathy.
Empathy in the Global World: An Intercultural Perspective
by Carolyn Calloway-ThomasThe first book to examine the nature, practices, and potential of empathy for understanding and addressing human problems on a global scale Violence and acts of hatred worldwide—from the bombing of the World Trade Center on September 11, 2001 to wars in Iraq, Afghanistan, Pakistan, Sri Lanka, Darfur, and Palestine—call attention to the critical importance of empathy in human affairs. Empathy in the Global World examines the role of compassion in decision making, how it is communicated via the media, and how it affects global problems such as poverty and environmental disasters. Ideal for undergraduate and graduate students, politicians, and reformers, this important work helps readers understand the workings of empathy—the bedrock of intercultural communication—as it demonstrates the importance of understanding the role of compassion in addressing international challenges.Key Features Offers historical and cultural analysis into an array of topics, from the genesis of empathy to 21st- century discourse and practices of the conceptTakes readers beyond existing ways of looking at empathy into such areas as geopolitics, global class issues, the world of NGOs, and national disastersExplores what it is like to grapple with terrorism, Israeli-Arab relations, and other audacious events that shape human thoughtClarifies and connects issues through stories and examples of empathetic and non-empathetic practices across a range of culturesIntended Audience Empathy in the Global World: An Intercultural Perspective is ideal for a wide range of courses, including Conflict/Negotiation/Mediation, Intercultural Communication, and Interpersonal Communication.
Empedocles Redivivus: Poetry and Analogy in Lucretius (Studies in Classics)
by Myrto GaraniDespite the general scholarly consensus about Lucretius’ debt to Empedocles as the father of the genre of cosmological didactic epic, there is a major disagreement regarding Lucretius’ applause for his Presocratic predecessor’s praeclara reperta (DRN 1.732). In the present study, Garani suggests that by praising Empedocles’ discoveries, Lucretius points to his predecessor’s epistemological methods of inquiry concerning the unseen, methods upon which he himself draws extensively and creatively enhances. In this way, he successfully penetrates into the invisible natural world, deciphers its secrets, and thus liberates his pupil from superstitious fears about death and physical phenomena. To justify this proposition, Garani undertakes a systematic analysis of Lucretius’ integration of Empedocles’ methods of creating analogies in the form of literary devices -- personifications, similes, and metaphors -- and demonstrates that his intertextual engagement with Empedocles’ philosophical poem is direct and intensive at both the poetic and the philosophical levels.