Das Glück der Familie

Wulf, Christoph; Suzuki, Shinichi; Zirfas, Jörg; Kellermann, Ingrid; Inoue, Yushi; Ono, Fumio; Takenaka, Nanae

doi:10.1007/978-3-531-94013-7

Cited by 27 publications

(5 citation statements)

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“…12 These conditions and the sensual sensitivity and emotionality associated with them are also important prerequisites for relationships with other people, with the world, and with oneself. 13 Education is thus both aisthetic and aesthetic, that is, it concerns human perception and theories of perception or sensual understanding, and it involves the formation of the senses, the imagination, and the body. 14…”

Section: Physicality and Aesthetic Charactermentioning

confidence: 99%

Human Beings and Their Education from an Anthropological Perspective: Current Discourses in the Field of Educational Science in the German‐Speaking World

Wulf

2024

Educational Theory

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Section: Physicality and Aesthetic Charactermentioning

confidence: 99%

Human Beings and Their Education from an Anthropological Perspective: Current Discourses in the Field of Educational Science in the German‐Speaking World

Wulf

2024

Educational Theory

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“…In addition to the biological conditions, the following are important for the quality of emotions today: the globalization of societies and cultures, the special character of social and cultural communities and the specific events in the life of individual people. The intercultural character of the globalized world leads to new perspectives for research and understanding of human emotionality (Wulf et al, 2011b).…”

Section: Research Paper Open Accessmentioning

confidence: 99%

“…The focus is now less on understanding and interpreting emotions than on investigating and understanding how people express, represent, modify and control their emotions. From this perspective it is less important what people feel than how they feel (Wulf et al, 2011b). The focus of attention is the process in which, for example, people stage and perform their happiness.…”

Section: Performativity and Physicalitymentioning

confidence: 99%

Emotion and imagination: Perspectives in educational anthropology

Wulf¹

2021

IJAFRS

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Although systems of education and socialization contribute to educating and socializing the feelings of their addressees, little research is available to date regarding the norms according to which this happens and, in particular, how this happens. In a nutshell, we could say that all educational systems have implicit knowledge about how feelings are formed, and even also practical knowledge about how feelings are, and should be, modeled in the various institutions. In this context, an important role is played both by normative questions about the aims, tasks and processes of the formation of emotions and by the practices of education and socialization that are performed in the various institutions and that require empirical investigation. This tension between the theoretical-reflexive investigation of normative questions and the empirical study of institutional practices shapes emotion research in the educational sciences.

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“…Due to the significant differences concerning their outcomes, they deserve closer attention (cf. Wulf et al 2011). "Attunement" relates to ritual episodes which mark the "intro," the first stage of the ritual.…”

Section: Empirical Data: Christmas In Germany -The Turn Of the Year Imentioning

confidence: 99%

“…The imaginary dimension refers to the particular idea of family happiness and is manifested in the mode of staging and performing happiness (cf. Wulf et al 2011;Zirfas 2012). We walk through the snow-covered streets of the village.…”

Section: Fig 4: Appearance Of Santa Clausmentioning

confidence: 99%

Can Happiness be Created in Rituals?

Kellermann¹

2013

Paragrana

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This article refers to an ethnographical study within the framework of a cross-cultural research project in Germany and Japan. It focuses on the ritual staging and performing of family happiness within two countries: Christmas in Germany and oshogatsu, the turn of the year, in Japan. Happiness is hereby conceived as a particular form of well-being that is (intended) to be evoked during the yearly reunion of the family. Through ritual practice, the family members (re)confirm their family bonds and create their specific idea of family happiness. In the German family outlined below, Christmas Day in Germany happens to be the first Christmas Celebration in the new family constellation for everyone, and the family members are about to perform their future life plan. In Japan, oshogatsu relies on experiences and memories within the particular family constellation which allow an emotional proximity between four generations. The analytical approach reveals the social cultural impact on emotions and their performative and amplifying potential in rituals.

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Das Glück der Familie

Cited by 27 publications

References 0 publications

Human Beings and Their Education from an Anthropological Perspective: Current Discourses in the Field of Educational Science in the German‐Speaking World

Human Beings and Their Education from an Anthropological Perspective: Current Discourses in the Field of Educational Science in the German‐Speaking World

Emotion and imagination: Perspectives in educational anthropology

Can Happiness be Created in Rituals?

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