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Conference "Emotions and the History of Modern Anti-Semitism"

Conference "Emotions and the History of Modern Anti-Semitism"

The Conference was organised by Uffa Jensen (MPIB) together with Raphael Gross and Daniel Wildmann (Leo Baeck Institute London), and Stefanie Schüler-Springorum (Center for Research on Anti-Semitism, Berlin) and took place at the Max Planck Institute for Human Development in Berlin from 16 to 18 April 2012.

Only very few historians have systematically investigated the connections between the history of emotions and the history of anti-Semitism. Historians of emotions, on the one hand, have studied the history of specific adverse feelings, such as hatred, resentment or disgust, but have isolated them from other emotions as well as from specific social contexts. Much work remains to be done with regard to social phenomena of hostility that, in real life, are often combinations of different emotions. In this regard, the history of emotions would benefit greatly from the analysis of a highly complex and historically enduring case like anti-Semitism. On the other hand, historians of anti-Semitism often rely on the implicit assumption that their task is to examine the ideological and cognitive elements in anti-Semitism, that is, the prejudices against Jews. The emotional and, as is often assumed as well, irrational aspects of anti-Semitism can either be neglected all together as a mere epiphenomena or relegated to the field of psychology. Apart from producing somewhat flat histories of anti-Semitism, such a treatment reproduces the view that emotions have no history and, as essentialized bodily components, only accompany the “real” history of cognitive notions against Jews. However, since the inseparability of emotion and cognition is, by now, a widely accepted finding in the interdisciplinary study of emotions, the cognitive bias in this historiography no longer makes sense.

The conference therefore focussed on the emotions involved in the history of anti-Semitism in modern Europe. It raised various questions on heuristically different levels:

  • Emotions and anti-Semitic communication: This set of questions concerns the characteristic emotions of modern anti-Semitism in different forms of communication. What different emotions are used in anti-Semitic communication? Are these emotions always hostile or does emotional ambivalence structure anti-Semitic communication? How are the emotions presented by the “author” related to the intended emotions of the audience? Moreover, is it possible to discern specific emotional styles of anti-Semitism, that is, a specific mode of communicating emotionally? Additionally, the effects of emotions in anti-Semitic communication need to be explored. What role do emotions play for the reception of anti-Semitism? Is it possible to describe a specific mobilization and orchestration of anti-Semitism with the help of emotions? How do the opponents of anti-Semitism react emotionally to anti-Semitic communication? How do Jews react and use emotions in their counter-communication?
  • Emotions and anti-Semitic practices: This series of questions is devoted to the role of emotions in the emergence of anti-Semitic actions, i.e. in verbal attacks, demonstrations, violent confrontations, organization of petitions, formation of associations etc. What anti-Semitic practices are generated by emotions? How are practices against anti-Semitism organized emotionally? What processes of group formation are visible through emotional mobilization? Is it, finally, possible to describe an emotional profile, a habitus of anti-Semites and their opponents?
  • Concepts of moral self and anti-Semitism: Anti-Semitism is crucially concerned with issues of morality. Thus, relevant questions need to be explored in this regard: What notions of moral selfhood against an immoral Jewish selfhood are discussed in the emotional communication of anti-Semitism? In what way does anti-Semitism change emotional selfhood? Does i.e. hatred, resentment, or disgust of Jews alter other aspects of the moral self? What notions of moral economy are present in anti-Semitism?
  • Changes in emotional history of anti-Semitism: The enduring and transnational history of anti-Semitism makes it possible to raise specific questions about its emotional development. Did the emotional composition of modern anti-Semitism change over time? How does it differ in different societies? Does the transnational dissemination and organization of modern anti-Semitism and its counter-movements create a shared emotional repertoire across borders?

Emotions and Medicine in the 20th century

Emotions and Medicine in the 20th century

Konferenzposter Emotions and Medicine

22-24 September, 2011

organised by
Bettina Hitzer and Anja Laukötter at the Max Planck Institute for Human Development in Berlin

Our aim was to explore the role of emotions in the field of medicine, both from a historical and a contemporary perspective. Thus, we would like to scrutinize how emotions were conceptualized and used in medical and public health discourses and practices.  Moreover, the conference considered how emotions shaped the understanding, the perception and the experience of being sick or healthy.

In particular, the conference seeked to show how:

  •  the origin of emotions and their mode of operation is theorized in medicine;
  • emotions are articulated and evaluated by scientists, physicians, patients and become relevant within their relationship;
  • emotions are used to educate the public and inform/alter their behaviour regarding health with to the use of various media (exhibitions, films, brochures, poster campaigns);
  • medical scientists, staff and patients assess the role of emotions in falling ill or curing illness.

 

Our time focus was the “long” 20th century, starting in the 1880s to the present.

One important aim of this conference was to combine theoretical and practical approaches as well as historical perspectives and contemporary surveys. Therefore theoretical reflections followed by analyses of different areas in medical practice. Moreover psychologists, neuroscientists, sociologists and representatives of public health institutions convened in each panel.

Emotionen und historisches Lernen revisited, July 2011 (in German)

Emotionen und historisches Lernen revisited, July 2011 (in German)

Emotionen und historisches Lernen revisited (Poster)

Tagung „Emotionen und historisches Lernen revisited: geschichtsdidaktische und geschichtskulturelle Perspektiven“,
6. - 8. Juli 2011 in Berlin

Organisation
Dr. Juliane Brauer
, Forschungsbereich Geschichte der Gefühle
Univ.-Prof. Dr. Martin Lücke
, Arbeitsbereich Didaktik der Geschichte der Freien Universität Berlin
 

In den 1980er Jahren gab es in der Geschichtsdidaktik erstmals die Bereitschaft, über Erkenntnisse der Lernpsychologie in Bezug auf historische Bildung nachzudenken. Zu einem vorläufigen Abschluss erster zaghafter Überlegungen kam es mit der im Jahr 1992 stattgefundenen Tagung zum Thema „Emotionen und historisches Lernen“. Dem 1994 erschienenen Tagungsband sind zwei bemerkenswerte Sachverhalte zu entnehmen: Zum einen wird Emotionalität als eine spezifisch geschichtsdidaktische Kategorie erkannt – gerade hinsichtlich der sich in den 1990er Jahren etablierenden Alltags- und Mentalitätsgeschichte. Zum anderen scheint in fast allen Beiträgen eine bedenkenswerte Angst vor Emotionen durch.

Fast zwanzig Jahre später und nach einem „emotional turn“ in der Geschichtswissenschaft müssen die damaligen Befürchtungen überdacht werden. In der Alten Geschichte und der Geschichte des Mittelalters beispielsweise wird zunehmend nach der Bedeutung von Emotionen in der Strukturierung des sozialen Raumes gefragt. Interessanterweise erfolgt ausgerechnet für diese vergleichsweise quellenarmen historischen Zeiten der methodische Zugriff auf Alltagsbereiche über die Fokussierung auf Emotionen. Aber auch in der Neueren Geschichte und Zeitgeschichte wird nach der Wirkmächtigkeit von Emotionen in historischen Prozessen gefragt und es geraten insbesondere ihre soziale Repräsentationsformen in den Blick. Das historiografische Interesse an Gefühlen – so belegen diese neueren Überlegungen bereits – ermöglicht durch ein Neu-Lesen der vorhandenen Quellen einen analytischen Nahblick auf bisherige historische ‚Dunkelkammern’ und liefert Deutungsmuster für soziale Prozesse. Angesichts einer beachtlichen Zahl von Publikationen, die vielversprechende Konzepte zur Integration von Emotionen als Analysekategorie für die Geschichtsschreibung anbieten, ist es an der Zeit, neue Vorschläge zu unterbreiten und zu diskutieren, wie  Emotionen auch für einen theoretisch innovativen Zugriff auf die Konzeption historischen Lernens genutzt werden kann.

Ziel der Tagung war es, erste Standards zu formulieren, an denen sich zukünftig historisches Lernen mit und über Emotionen orientieren kann. Die Beiträge werden als Grundlage und Anregung zur weiteren Diskussion in Lehre und Forschung verstanden.

Auf der Tagung benannte und diskutierten Geschichtsdidaktikern/innen und Vertreter/innen der fachhistorischen Forschung Potenziale von Emotionen für das historische Lernen. Dabei wurden zwei Richtungen verfolgt: Zum einen, welchen systematischen Ort Emotionen in historischen Lernprozessen einnehmen können, welchen Beitrag sie also bei der Ausbildung eines reflektierten Geschichtsbewusstseins leisten, welche Funktion ihnen bei der Genese historischer Identitäten zukommt und ob sie etwa auch produktiv genutzt werden können, wenn Vergangenes historisch imaginiert wird. Zum zweiten – hier gerät historisches Lernen über Emotionen ins Blickfeld – wurde auf der Tagung untersucht, wie die Geschichte der Emotionen zum Thema historischen Lernens werden kann, also was vergangene Emotionen für die historische Sinnbildung bedeuten und ob sie historisches Fremdverstehen fördern können.

Empathy and the Blocking of Empathy

Empathy and the Blocking of Empathy

Empathy and the Blocking of Empathy Poster

International conference at the Max Planck Institute for Human Development Berlin, July 1-2, 2011
Hosted by Aleida Assmann (Konstanz), Steven Aschheim (Jerusalem) and Ute Frevert (Berlin
)

“Currently, the main problem discussed in sociobiology is to explain why we have pro-social emotions” (H. Gintis, 2001).These pro-social emotions have been identified as the central motor for cognitive and social evolution. It was because human actors were able to understand their mutual aims and goals so perfectly, that they were able to coordinate complex activities which led to leaps in evolution that were withheld from other species. Recent research in biological evolution has stressed empathy as the central factor in the process of evolution from primates to humans. Empathy was discovered to be the key emotion that fostered the cognitive evolution of the human brain. It consists in the capability to think in the mind of another, to anticipate the reactions of another human being and to interact with his or her projects.  Without empathy, scientists tell us, humans would not be able to enlarge their brain volume, to enter into common projects and to use their cultural heritage. These new insights have given rise to a new body of research, including new applications in practical and cultural domains for creating a better future.

The conference invited psychological, aesthetic, cognitive, social and historical perspectives to do justice to empathy as a paradigmatic transdisciplinary topic.

Learning to Feel: Emotions beyond Nature vs. Nurture

Learning to Feel: Emotions beyond Nature vs. Nurture

Joint conference, Jerusalem, April 10-14, 2011

Centre for the History of Emotions, Max Planck Institute for Human Development, Berlin and Van Leer Institute, Jerusalem in collaboration with The Hebrew University, Jerusalem and Tel Aviv University

 

With regard to the social context, we start from the assumption that emotions, though individually felt and experienced, have strong social bearings. They are learnt and created within social relations, most of them within institutions such as family, school, church, political parties, nations. They are, moreover, themselves the central element in building relations (experiences of bonding, for example through religion/devotion, music and love, but also experiences of conflict, for example through emotions of shame, fear, hate or envy).

As to the scientific context, we want to go beyond the nature vs. nurture debate that has, up to now, divided the social and natural sciences, building on traditional concepts of a dichotomy between mind and matter. Both natural sciences and humanities share an interest in change, be it historical transformations or the plasticity of the brain. On the basis of this fundamental agreement, research on change and learning can now fruitfully proceed within the disciplinary boundaries of the humanities/social sciences on the one hand and the natural sciences on the other and be brought together again at the next stage.

Die Bildung der Gefühle

Die Bildung der Gefühle

Poster Bildung der Gefühle

02.-04. December 2010, Conference in the Seminaris Campushotel

Geschichtsrepräsentationen, Emotionen und visuelle Medien

Geschichtsrepräsentationen, Emotionen und visuelle Medien

21.-23.04.2010, Berlin

Emotionen spielen in den Untersuchungen zur Erinnerungs- und Geschichtskultur verhältnismäßig selten eine Rolle. Nach wie vor konzentriert sich das Interesse der Forschung auf Identitäten und das Geschichtsbewusstsein. Wenn gelegentlich doch über emotionale Wirkungen von Geschichtsrepräsentationen nachgedacht wird, dann werden Emotionen selten als Forschungsgegenstand ernst genommen, vielmehr bestimmt ein vorgängiges, unhinterfragtes Emotionsverständnis die Analysen und Schlussfolgerungen. Ausgehend von der Prämisse, dass Gefühle historisch wandelbar und zugleich geschichtsmächtige Faktoren sind, hatte das Max-Planck-Institut für Bildungsforschung eine Tagung zum Thema Geschichtsrepräsentationen, Emotionen und visuelle Medien organisiert. (to the conference report on H-Soz-Kult in German)