Historicizing emotional development

Research output: Chapter in Book/Report/Conference proceeding › Book chapter › Research › peer-review

Standard

Historicizing emotional development. / Vallgårda, Karen Asta Arnfred; Olsen, Stephanie.

The Oxford Handbook of Emotional Development. ed. / Daniel Dukes; Andrea C. Samson; Eric A. Walle. Oxford University Press, 2022. p. 146-156.

Research output: Chapter in Book/Report/Conference proceeding › Book chapter › Research › peer-review

Harvard

Vallgårda, KAA & Olsen, S 2022, Historicizing emotional development. in D Dukes, AC Samson & EA Walle (eds), The Oxford Handbook of Emotional Development. Oxford University Press, pp. 146-156. https://doi.org/10.1093/oxfordhb/9780198855903.013.25

APA

Vallgårda, K. A. A., & Olsen, S. (2022). Historicizing emotional development. In D. Dukes, A. C. Samson, & E. A. Walle (Eds.), The Oxford Handbook of Emotional Development (pp. 146-156). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780198855903.013.25

Vancouver

Vallgårda KAA, Olsen S. Historicizing emotional development. In Dukes D, Samson AC, Walle EA, editors, The Oxford Handbook of Emotional Development. Oxford University Press. 2022. p. 146-156 https://doi.org/10.1093/oxfordhb/9780198855903.013.25

Author

Vallgårda, Karen Asta Arnfred ; Olsen, Stephanie. / Historicizing emotional development. The Oxford Handbook of Emotional Development. editor / Daniel Dukes ; Andrea C. Samson ; Eric A. Walle. Oxford University Press, 2022. pp. 146-156

Bibtex

@inbook{962516ae3bbd4665baf6389ad023b9eb,

title = "Historicizing emotional development",

abstract = "This chapter argues that emotions are biocultural and historically contingent phenomena. Our emotional experience is inextricably linked to the words we use to describe our emotions, to the values we attach to them, and to the embodied cultural codes of comportment and expression. The chapter challenges the idea that we can meaningfully speak of “emotional development” in historical contexts in which “emotions” were not yet invented, and introduces the concept of “formation” as a historically sensitive alternative. This concept helps us grasp the historicity of growth and change in collectives, as well as in individuals{\textquoteright} affective lives. Emotional formation is the process through which codes of emotions are learned and imparted, often unwittingly, through discourse and practice. In order to demonstrate the methodological utility of the concept, the chapter then exemplifies processes of emotional formation in children and youth in two different historical and geographical contexts.",

author = "Vallg{\aa}rda, {Karen Asta Arnfred} and Stephanie Olsen",

year = "2022",

doi = "10.1093/oxfordhb/9780198855903.013.25",

language = "Dansk",

isbn = "9780198855903",

pages = "146--156",

editor = "Dukes, {Daniel } and Samson, {Andrea C. } and Walle, {Eric A. }",

booktitle = "The Oxford Handbook of Emotional Development",

publisher = "Oxford University Press",

address = "Storbritannien",

}

RIS

TY - CHAP

T1 - Historicizing emotional development

AU - Vallgårda, Karen Asta Arnfred

AU - Olsen, Stephanie

PY - 2022

Y1 - 2022

N2 - This chapter argues that emotions are biocultural and historically contingent phenomena. Our emotional experience is inextricably linked to the words we use to describe our emotions, to the values we attach to them, and to the embodied cultural codes of comportment and expression. The chapter challenges the idea that we can meaningfully speak of “emotional development” in historical contexts in which “emotions” were not yet invented, and introduces the concept of “formation” as a historically sensitive alternative. This concept helps us grasp the historicity of growth and change in collectives, as well as in individuals’ affective lives. Emotional formation is the process through which codes of emotions are learned and imparted, often unwittingly, through discourse and practice. In order to demonstrate the methodological utility of the concept, the chapter then exemplifies processes of emotional formation in children and youth in two different historical and geographical contexts.

AB - This chapter argues that emotions are biocultural and historically contingent phenomena. Our emotional experience is inextricably linked to the words we use to describe our emotions, to the values we attach to them, and to the embodied cultural codes of comportment and expression. The chapter challenges the idea that we can meaningfully speak of “emotional development” in historical contexts in which “emotions” were not yet invented, and introduces the concept of “formation” as a historically sensitive alternative. This concept helps us grasp the historicity of growth and change in collectives, as well as in individuals’ affective lives. Emotional formation is the process through which codes of emotions are learned and imparted, often unwittingly, through discourse and practice. In order to demonstrate the methodological utility of the concept, the chapter then exemplifies processes of emotional formation in children and youth in two different historical and geographical contexts.

U2 - 10.1093/oxfordhb/9780198855903.013.25

DO - 10.1093/oxfordhb/9780198855903.013.25

M3 - Bidrag til bog/antologi

SN - 9780198855903

SP - 146

EP - 156

BT - The Oxford Handbook of Emotional Development

A2 - Dukes, Daniel

A2 - Samson, Andrea C.

A2 - Walle, Eric A.

PB - Oxford University Press

ER -

ID: 252881996