Benno Gammerl – författare

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.

Emotions are as old as humankind. But what do we know about them and what importance do we assign to them? Emotional Lexicons is the first cultural history of terms of emotion found in German, French, and English language encyclopaedias since the late seventeenth century. Insofar as these reference works formulated normative concepts, they documented shifts in the way the educated middle classes were taught to conceptualise emotion by a literary mediumtargeted specifically to them. As well as providing a record of changing language use (and the surrounding debates), many encyclopaedia articles went further than simply providing basic knowledge; they also presented a moral vision to their readers and guidelines for behaviour. Implicitly or explicitly, theyparticipated in fundamental discussions on human nature: Are emotions in the mind or in the body? Can we "read" another person''s feelings in their face? Do animals have feelings? Are men less emotional than women? Are there differences between the emotions of children and adults? Can emotions be "civilised"? Can they make us sick? Do groups feel together? Do our emotions connect us with others or create distance? The answers to these questions are historically contingent, showing that emotionalknowledge was and still is closely linked to the social, cultural, and political structures of modern societies.Emotional Lexicons analyses European discourses in science, as well as in broader society, about affects, passions, sentiments, and emotions. It does not presume to refine our understanding of what emotions actually are, but rather to present the spectrum of knowledge about emotion embodied in concepts whose meanings shift through time, in order to enrich our own concept of emotion and to lend nuances to the interdisciplinary conversation about them.

Emotions are as old as humankind. But what do we know about them and what importance do we assign to them? Emotional Lexicons is the first cultural history of terms of emotion found in German, French, and English language encyclopaedias since the late seventeenth century. Insofar as these reference works formulated normative concepts, they documented shifts in the way the educated middle classes were taught to conceptualise emotion by a literary medium targeted specifically to them. As well as providing a record of changing language use (and the surrounding debates), many encyclopaedia articles went further than simply providing basic knowledge; they also presented a moral vision to their readers and guidelines for behaviour. Implicitly or explicitly, they participated in fundamental discussions on human nature: Are emotions in the mind or in the body? Can we "read" another person's feelings in their face? Do animals have feelings? Are men less emotional than women? Are there differences between the emotions of children and adults? Can emotions be "civilised"? Can they make us sick? Do groups feel together? Do our emotions connect us with others or create distance? The answers to these questions are historically contingent, showing that emotional knowledge was and still is closely linked to the social, cultural, and political structures of modern societies.Emotional Lexicons analyses European discourses in science, as well as in broader society, about affects, passions, sentiments, and emotions. It does not presume to refine our understanding of what emotions actually are, but rather to present the spectrum of knowledge about emotion embodied in concepts whose meanings shift through time, in order to enrich our own concept of emotion and to lend nuances to the interdisciplinary conversation about them.

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.

Bosnian Muslims, East African Masai, Czech-speaking Austrians, North American indigenous peoples, and Jewish immigrants from across Europe—the nineteenth-century British and Habsburg Empires were characterized by incredible cultural and racial-ethnic diversity. Notwithstanding their many differences, both empires faced similar administrative questions as a result: Who was excluded or admitted? What advantages were granted to which groups? And how could diversity be reconciled with demands for national autonomy and democratic participation? In this pioneering study, Benno Gammerl compares Habsburg and British approaches to governing their diverse populations, analyzing imperial formations to reveal the legal and political conditions that fostered heterogeneity.

Spanning Europe, Asia and the Pacific, Encounters with Emotions investigates experiences of face-to-face transcultural encounters from the seventeenth century to the present and the emotional dynamics that helped to shape them. Each of the case studies collected here investigates fascinating historiographical questions that arise from the study of emotion, from the strategies people have used to interpret and understand each other’s emotions to the roles that emotions have played in obstructing communication across cultural divides. Together, they explore the cultural aspects of nature as well as the bodily dimensions of nurture and trace the historical trajectories that shape our understandings of current cultural boundaries and effects of globalization.

Bosnian Muslims, East African Masai, Czech-speaking Austrians, North American indigenous peoples, and Jewish immigrants from across Europe—the nineteenth-century British and Habsburg Empires were characterized by incredible cultural and racial-ethnic diversity. Notwithstanding their many differences, both empires faced similar administrative questions as a result: Who was excluded or admitted? What advantages were granted to which groups? And how could diversity be reconciled with demands for national autonomy and democratic participation? In this pioneering study, Benno Gammerl compares Habsburg and British approaches to governing their diverse populations, analyzing imperial formations to reveal the legal and political conditions that fostered heterogeneity.

Spanning Europe, Asia and the Pacific, Encounters with Emotions investigates experiences of face-to-face transcultural encounters from the seventeenth century to the present and the emotional dynamics that helped to shape them. Each of the case studies collected here investigates fascinating historiographical questions that arise from the study of emotion, from the strategies people have used to interpret and understand each other’s emotions to the roles that emotions have played in obstructing communication across cultural divides. Together, they explore the cultural aspects of nature as well as the bodily dimensions of nurture and trace the historical trajectories that shape our understandings of current cultural boundaries and effects of globalization.

Ein interdisziplinäres Publikationsprojekt für die queeren Szenen und weit über diese hinaus.Das Jahrbuch Sexualitäten ist ein jährlich erscheinendes Periodikum der Initiative Queer Nations. Im Zentrum stehen Fragen des Sexuellen - unter anderem in den Bereichen des Gesellschaftlichen, Politischen, Kulturellen, Historischen und Juristischen, in der Medizin und den Naturwissenschaften, in Religion, Pädagogik und Psychologie.Den Kern des Jahrbuchs bilden mehrere Aufsätze, die auf Queer Lectures auf Einladung der Initiative Queer Nations basieren. Daneben enthält es die Rubriken Essay, Gespräch, Miniaturen und Rezensionen. Sie nehmen auf aktuelle Debatten Bezug oder regen solche an.

Das Jahrbuch Sexualitäten ist ein jährlich erscheinendes Periodikum, das Fragen des Sexuellen in einem interdisziplinären Sinne thematisiert.Mit Beiträgen u. a. von Patrick Bahners, Werner Renz, Ilka Quindeau, Clare Bielby, Yener Bayramolu, Benno Gammerl, Carolin Küppers, Babette Reicherdt und Noemi Yoko Molitor.

Das Jahrbuch Sexualitäten ist ein jährlich erscheinendes Periodikum, das Fragen des Sexuellen in einem weiten Sinne thematisiert - unter anderem in den Bereichen des Gesellschaftlichen, Politischen, Kulturellen, Historischen und Juristischen, in der Medizin und den Naturwissenschaften, in Religion, Pädagogik und Psychologie.Mit Beiträgen u. a. von: Sabine Balke, Jenny Bauer, Martin Dannecker, Petra Gehring, Anna Hájková, Rainer Herrn, Lela Lähnemann, Timo Lehmann, Moritz Liebeknecht, Jessica Lynn, Konstanze Plett, Falko Schnicke, Vojin Saša Vukadinovic, Götz Wienold.

Das Jahrbuch Sexualitäten ist ein jährlich erscheinendes Periodikum, das Fragen des Sexuellen in einem weiten Sinne thematisiert - unter anderem in den Bereichen des Gesellschaftlichen, Politischen, Kulturellen, Historischen und Juristischen, in der Medizin und den Naturwissenschaften, in Religion, Pädagogik und Psychologie.

Das Jahrbuch Sexualitäten ist ein jährlich erscheinendes Periodikum, das Fragen des Sexuellen in einem weiten Sinne thematisiert - unter anderem in den Bereichen des Gesellschaftlichen, Politischen, Kulturellen, Historischen und Juristischen, in der Medizin und den Naturwissenschaften, in Religion, Pädagogik und Psychologie.Mit Beiträgen u. a. von: Seyran Ateş, Adrian Daub, Stefan Donath, Marion Hulverscheidt, Ralf König und Karsten Schubert

Das Jahrbuch Sexualitäten ist ein jährlich erscheinendes Periodikum, das Fragen des Sexuellen in einem weiten Sinne thematisiert - unter anderem in den Bereichen des Gesellschaftlichen, Politischen, Kulturellen, Historischen und Juristischen, in der Medizin und den Naturwissenschaften, in Religion, Pädagogik und Psychologie.Mit Beiträgen u. a. von: Till Randolf Amelung, Jan-Henrik Friedrichs, Antoine Idier, Marco Kamholz, Eszter Kováts, Aaron Lahl, Monty Ott und Voijin Saša Vukadinović.

Mit der Einführung des Code pénal in Frankreich 1810 und seiner Ausbreitung in Folge der napoleonischen Kriege setzte eine weitgehende Liberalisierung des Homosexualitätsstrafrechts ein. In Bayern waren homosexuelle Akte seit ab 1813 straffrei, in Württemberg waren sie ab 1839 nur noch Antragsdelikt, ebenso in Braunschweig ab 1840. In Hannover ab 1840 und Baden ab 1845 wurde Homosexualität nur noch im Zusammenhang mit der Erregung eines öffentlichen Ärgernisses bestraft. Das Preußische Landrecht hinkte mit seinen Strafbestimmungen also deutlich hinter der europäischen und "deutschen" Entwicklung hinterher. Dass seine Bestimmungen in ein erstes deutsches Reichsstrafgesetzbuch eingingen, war also alles andere als selbstverständlich.Jens Dobler beschreibt die Geburtsstunde des § 175 StGB vor diesem Hintergrund nicht als einseitige Durchsetzung reaktionärer Politik, sondern als ein "Spektakel in verschiedenen Arenen": Er skizziert die widerstreitenden Kräfte innerhalb eines komplexen Systems von Politik, Jurisprudenz, anderen Wissenschaften und "Betroffenen", vor allem aber auch von einer Öffentlichkeit, deren schwankende Stimmung stark von brisanten, aktuellen Ereignissen geprägt wurde. Diese stark geweitete Perspektive auf ein folgenreiches Kapitel deutscher Rechtsgeschichte eröffnet neue Fragestellungen auch für die Erforschung der jeweiligen gesellschaftspolitischen Rahmenbedingungen, die spätere Reformbemühungen zum § 175 lange scheitern ließen.