This book explores experiences of illness, broadly construed. It encompasses the emotional and sensory disruptions that attend disease, injury, mental illness or trauma, and gives an account of how medical practitioners, experts, lay authorities and the public have felt about such disruptions. Considering all sides of the medical encounter and highlighting the intersection of intellectual history and medical knowledge, of institutional atmospheres, built environments and technological practicalities, and of emotional and sensory experience, Feeling Dis-ease in Modern History presents a wide-ranging affective account of feeling well and of feeling ill. Especially occupied with the ways in which dynamics of power and authority have either validated or discounted dis-eased feelings, the book’s contributors probe at the intersectional politics of medical expertise and patient experience to better understand situated expressions of illness, their reception, and their social, cultural and moral valuation. Drawing on methodologies from the histories of emotions, senses, science and the medical humanities, this book gives an account of the complexity of undergoing illness: of feeling dis-ease.

This book explores experiences of illness, broadly construed. It encompasses the emotional and sensory disruptions that attend disease, injury, mental illness or trauma, and gives an account of how medical practitioners, experts, lay authorities and the public have felt about such disruptions. Considering all sides of the medical encounter and highlighting the intersection of intellectual history and medical knowledge, of institutional atmospheres, built environments and technological practicalities, and of emotional and sensory experience, Feeling Dis-ease in Modern History presents a wide-ranging affective account of feeling well and of feeling ill. Especially occupied with the ways in which dynamics of power and authority have either validated or discounted dis-eased feelings, the book's contributors probe at the intersectional politics of medical expertise and patient experience to better understand situated expressions of illness, their reception, and their social, cultural and moral valuation. Drawing on methodologies from the histories of emotions, senses, science and the medical humanities, this book gives an account of the complexity of undergoing illness: of feeling dis-ease.

What new insights become available for historians when emotions are included as an analytical category? This volume of Osiris explores the historical interrelationships between science and its cultures and cultures of emotions. It argues that a dialogue between the history of emotions and the history of science leads to a rethinking of our categories of analysis, our subjects, and our periodizations. The ten case studies in the volume explore these possibilities and interrelationships across North America and Europe, between the twelfth and the twentieth centuries, in a variety of scientific disciplines. They analyze how scientific communities approached and explained the functions of emotions; how the concomitant positioning of emotions in or between body-mind-intersubjectivity took place; how emotions infused practices and how practices generated emotions; and, ultimately, how new and emerging identities of and criteria for emotions created new knowledge, new technologies, and new subjectivities.

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.