The Navigation of Feeling: A Framework for the History of Emotions

By William M. Reddy. 2001

1,114 citations recorded by the source corpus.

Subfields: History

View Paper: https://www.semanticscholar.org/paper/291be19d7ba23bdc57251293698c4b4d238bee8b

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Citations in the corpus

The Emotional Ambivalence of Socially Just Teaching: A Case Study of a Novice Urban Schoolteacher (2008, positive): “That is, even though a community’s conventions may produce normative responses that affect a teacher’s ambivalence by magnifying one side of the contradictory feelings and submerging the other (see Reddy, 2001), this process is not deterministic; rather, it is interactive and continuous.”
Human abilities: emotional intelligence. (2008, background): “For example, the sentimentalists of eighteenth-century Europe espoused a “follow your heart” credo, arguing that truth might be a property of one’s feelings and intuition, and that such feelings were truer than reason (Reddy 2001).”
Emotional styles – concepts and challenges (2012, neutral): “See Matt (2011, 118), Stearns (2010, 15), Biess et al. (2010, 73f.), Anderson (2009, 77), Eitler and Scheer (2009), Hopkins et al. (2009), Zembylas (2007), Reddy (2001) and Barnett and Horn Ratner (1997).”
The Politics of Emotion in Everyday Life: “Appropriate” Emotion and Claims on Identity (2005, background): “Also, because my emphasis is on the politics of defining “correct” and “incorrect” emotion, I look at meta-emotion rather than the deployment of felt emotion as a function of political pressures (e.g., Reddy, 2001).”
Current Emotion Research in History: Or, Doing History from the Inside Out (2011, background): “William Reddy argues that during the 18th century what was distinctive in French society was that philosophers began to show more faith in emotions as a “force for good in human affairs” (Reddy, 2001, p. 146).”
Theory and methodology in researching emotions in education (2007, methodology): “Historical methodologies (e.g. Stearns & Lewis, 1998; Reddy, 2001) remind us how individuals and groups shape their lives, sometimes conforming to prevailing emotional norms, other times resisting, but always negotiating between experience and expression, in the processes within which historical…”
TARGET ARTICLES: "Emotional Intelligence: Theory, Findings, and Implications" (2004, background): “…(described in Payne, 1986; Solomon, 2000, p. 5), the European Sentimentalist movement’s idea that there existed innate, pure, emotional knowledge (Reddy, 2001), the Romantic movement’s emphasis on emotional expression in the arts (Solomon, 2000), and the political turmoil of the 1960s and the…”
Positioning oneself for leadership: feelings of vulnerability among aspirant school principals (2004, background): “We knew that access to feelings, because of their subjective and experiential nature, relies solely on the self-reports of the persons subject to them and that `there is no way for an independent observer to check these `̀ self-reports''' (Reddy, 2001, p. 3).”
Beyond teacher cognition and teacher beliefs: the value of the ethnography of emotions in teaching (2005, background): “As Reddy (2001) argues, the idea that emotives make possible navigation—in which the self both undergoes changes of goals and seeks to maintain consistency around the pursuit of certain goals—allows for a politically relevant definition of emotional suffering.”
Fear, hope, anger, and guilt in climate activism (2017, background): “When we speak about ‘emotional regime’ (Reddy, 2001), we mean the set of feeling rules embraced by a social group/pertinent to a social setting.”