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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.
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