An Introduction to History of Science and the Emotions.

This essay introduces our call for an intertwined history-of-emotions/history-of science perspective. We argue that the history of science can greatly extend the history of emotions by proffering science qua science as a new resource for the study of emotions. We present and read science, in its multiple diversities and locations, and in its variegated activities, products, theories, and emotions, as constitutive of the norms, experiences, expressions, and regimes of emotions. Reciprocally, we call for a new reading of science in terms of emotions as an analytical category. Assuming emotions are intelligible and culturally learned, we extend the notion of emotion to include a nonintentional and noncausal "emotional style," which is inscribed into (and can reciprocally be generated by) technologies, disease entities, laboratory models, and scientific texts. Ultimately, we argue that emotional styles interrelate with broader emotional cultures and thus can contribute to and/or challenge grand historical narratives.

How Films Entered the Classroom: The Sciences and the Emotional Education of Youth through Health Education Films in the United States and Germany, 1910­30.

This essay focuses on health education films in Germany and the United States in the first decades of the twentieth century, illustrating how these films developed their potential as a teaching tool capable of shaping the emotions and changing the behavior of audiences. The essay argues that the films' educational goals were inspired by certain contemporary ideas on the relation between perception, cognition, and emotions. In concentrating on youth as a target audience, it traces the way in which the sciences of psychology and pedagogy discovered the significance of emotions to this specific age group's learning process. The essay discusses the deployment of both general and specially created films in the classroom as a new educational practice, arguing that these films can be read as a negotiation of the modern human subject and its emotions.

Listen and Watch: The Practice of Lecturing and the Epistemological Status of Sex Education Films in Germany.

This article takes as its starting point Frauennot-Frauenglück (Women's Misery--Women's Happiness), a film representative of health education films on sex hygiene in Weimar Germany. This paper opens by situating the film in the landscape of German health education films from World War I to the Weimar era. I document the evolution of interest in sexual health education films in the early decades of the twentieth century and show how their narratives changed as a result of the increasing popularity of feature films in the Weimar period. The article then focuses on the lectures which accompanied health education films. I argue that an analysis of these under-investigated lectures can raise new stimulating epistemological questions on the historical status of health education films, as these lectures changed the filmic dispositive. I show how this common practice served as a technique of rhetorical reworking in efforts to adjust or orient the visuality of what was shown to the public. Drawing on two very different lectures which accompanied Frauennot-Frauenglück, the article identifies two approaches to lecturing. While one consisted in enabling controversial films to be screened to the public, the other (socialist) approach transforms initial censorial intentions, allowing the speaker stress his personal or new positions.