Franz X. Eder

Pascal Eitler

Magdalena Beljan

Peter-Paul Bänziger

Was ist von der »Sexuellen Revolution« geblieben? Die Beiträge dieses Bandes fragen nach dem Wandel der Sexualität im deutschsprachigen Raum seit den 1960er Jahren. Anhand von Konzepten wie der Politisierung, Therapeutisierung und Normalisierung der Sexualität sowie der Frage nach ihrer Emotionalisierung, Somatisierung und Ausrichtung am »partnerschaftlichen« Beziehungsideal wird der Erkenntniswert einer an Prozessen orientierten zeithistorischen Forschung sowie der Wissens- und der Körpergeschichte geprüft. Indem die Beiträge den verschiedenen Facetten des »Sexualitätsdispositivs« seit den 1960er Jahren sowie deren teilweise weit zurückreichender Geschichte nachspüren, zielen sie darauf ab, die These von einer »Sexuellen Revolution« historisch und kritisch zu befragen.

Zur Geschichte der Sexualität im deutschsprachigen Raum seit den 1960er Jahren

Sexuelle Revolution?

Jan Plamper

Benno Gammerl

Ute Frevert

Uffa Jensen

Stephanie Olsen

Bettina Hitzer

Margrit Pernau

Anja Laukötter

Daniel Brückenhaus

Juliane Brauer

Joachim C. Häberlen

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.

Children's Literature and Emotional Socialization, 1870-1970

Learning How to Feel

Magdalena Beljan

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