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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.
In this groundbreaking study, SherAli Tareen presents the most
comprehensive and theoretically engaged work to date on what is
arguably the most long-running, complex, and contentious dispute in
modern Islam: the Barelvī-Deobandī polemic. The Barelvī and
Deobandī groups are two normative orientations/reform movements
with beginnings in colonial South Asia. Almost two hundred years
separate the beginnings of this polemic from the present. Its
specter, however, continues to haunt the religious sensibilities of
postcolonial South Asian Muslims in profound ways, both in the
region and in diaspora communities around the world. Defending
Muḥammad in Modernity challenges the commonplace tendency to view
such moments of intra-Muslim contest through the prism of
problematic yet powerful liberal secular binaries like
legal/mystical, moderate/extremist, and reformist/traditionalist.
Tareen argues that the Barelvī-Deobandī polemic was instead
animated by what he calls “competing political theologies†that
articulated—during a moment in Indian Muslim history marked by
the loss and crisis of political sovereignty—contrasting visions
of the normative relationship between divine sovereignty, prophetic
charisma, and the practice of everyday life. Based on the close
reading of previously unexplored print and manuscript sources in
Arabic, Persian, and Urdu spanning the late eighteenth and the
entirety of the nineteenth century, this book intervenes in and
integrates the often-disparate fields of religious studies, Islamic
studies, South Asian studies, critical secularism studies, and
political theology.
In this groundbreaking study, SherAli Tareen presents the most
comprehensive and theoretically engaged work to date on what is
arguably the most long-running, complex, and contentious dispute in
modern Islam: the Barelvī-Deobandī polemic. The Barelvī and
Deobandī groups are two normative orientations/reform movements
with beginnings in colonial South Asia. Almost two hundred years
separate the beginnings of this polemic from the present. Its
specter, however, continues to haunt the religious sensibilities of
postcolonial South Asian Muslims in profound ways, both in the
region and in diaspora communities around the world. Defending
Muḥammad in Modernity challenges the commonplace tendency to view
such moments of intra-Muslim contest through the prism of
problematic yet powerful liberal secular binaries like
legal/mystical, moderate/extremist, and reformist/traditionalist.
Tareen argues that the Barelvī-Deobandī polemic was instead
animated by what he calls “competing political theologies†that
articulated—during a moment in Indian Muslim history marked by
the loss and crisis of political sovereignty—contrasting visions
of the normative relationship between divine sovereignty, prophetic
charisma, and the practice of everyday life. Based on the close
reading of previously unexplored print and manuscript sources in
Arabic, Persian, and Urdu spanning the late eighteenth and the
entirety of the nineteenth century, this book intervenes in and
integrates the often-disparate fields of religious studies, Islamic
studies, South Asian studies, critical secularism studies, and
political theology.
The influential readings contained in this volume combine
conceptual history - the history of words and languages - and
global history, showing clearly how the two disciplines can benefit
from a combined approach. The readings familiarize the reader with
conceptual history and its relationship with global history,
looking at transfers between nations and languages as well as the
ways in which world-views are created and transported through
language. Part One: Classical Texts presents the three foundational
texts for conceptual history, giving the reader a grasp of the
origins of the discipline. Part Two: Challenges focuses on
critiques of the approach and explores their ongoing relevance
today. Part Three: Translations of Concepts provides examples of
conceptual history in practice, via case studies of historical
research with a global scope. Finally, the book's concluding essay
examines the current state and the future potential of conceptual
history. This original introduction provides the students of
conceptual, global and intellectual history with a firm grasp of
the past trajectories of conceptual history as well as its more
recent global and transnational tendencies, and the promises and
challenges of writing global history.
This Element brings together the history of emotions and
temporalities, offering a new perspective on both. Time was often
imagined as a movement from the past to the future: the past is
gone and the future not yet here. Only present-day subjects could
establish relations to other times, recovering history as well as
imagining and anticipating the future. In a movement paralleling
the emphasis on the porous self, constituted by emotions situated
not inside but between subjects, this Element argues for a porous
present, which is open to the intervention of ghosts coming from
the past and from the future. What needs investigating is the flow
between times as much as the creation of boundaries between them,
which first banishes the ghosts and then denies their existence.
Emotions are the most important way through which subjects situate
and understand themselves in time.
The influential readings contained in this volume combine
conceptual history - the history of words and languages - and
global history, showing clearly how the two disciplines can benefit
from a combined approach. The readings familiarize the reader with
conceptual history and its relationship with global history,
looking at transfers between nations and languages as well as the
ways in which world-views are created and transported through
language. Part One: Classical Texts presents the three foundational
texts for conceptual history, giving the reader a grasp of the
origins of the discipline. Part Two: Challenges focuses on
critiques of the approach and explores their ongoing relevance
today. Part Three: Translations of Concepts provides examples of
conceptual history in practice, via case studies of historical
research with a global scope. Finally, the book's concluding essay
examines the current state and the future potential of conceptual
history. This original introduction provides the students of
conceptual, global and intellectual history with a firm grasp of
the past trajectories of conceptual history as well as its more
recent global and transnational tendencies, and the promises and
challenges of writing global history.
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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