History of emotions

The interdisciplinary study of how emotions have been understood, expressed, and experienced across historical periods and cultures.

Emotional regime: A historically specific system of norms governing which emotions people should feel and express. The concept names the social rules historians trace across periods.
History of mentalities: The study of collective assumptions and habits of thought in past societies. It offers a broad account of shared mental worlds alongside emotion-specific analysis.
Lucien Febvre: A French historian and co-founder of the Annales school who called for a history of emotions and sensibilities. His 1941 essay urged historians to investigate emotional life as historically variable.
French Revolution: A period of political upheaval in France from 1789 to 1799 that ended the monarchy and reshaped Europe. Studies of revolutionary France examine how political change created new emotional expectations.
Universalism and relativism: Positions concerning whether human experiences or meanings are universal or shaped by particular cultures. The field must weigh shared human capacities against historically specific emotional meanings.
Emotional community: A group whose members share norms for valuing and expressing emotions. It helps explain why emotional expectations differ among groups living in the same society.
Discourse analysis: The study of how language produces meaning and organizes social relations. It helps show how texts make particular feelings intelligible and legitimate.
Norbert Elias: A German sociologist known for analyzing long-term changes in social manners and self-restraint. His account of civilizing processes linked emotional regulation to social transformation.
The Civilizing Process: Norbert Elias's account of long-term changes in manners, social dependence, and self-restraint in Europe. It remains a major case for linking historical change to emotional regulation.
Constructed emotion: The view that emotions are assembled through interactions among bodily processes, concepts, and cultural learning. It raises questions about how much emotion depends on historically learned categories.

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