[...]thetic social imagination

(moral components of:)
cruelty, hurt, disgust, disdain
kindness, happiness, admiration, love

physical, material, somatic relation to the ethereal, metaphysical, intellectual

(?how can we) confidently treat “images = sources of socioculturel information”

(from) Islamic culture --to--> cultures associated with isalm


strong opposition to representational religious art <-- modern Islamic societies --> unproblematic accepting of representational religious materials intended for children

didactic islamic visual media:
•(Kuwait) the 99 --> heroes for each name of the God
•(Pakistan, India, Afghanistan) burqa avenger --> burqa clad superhero against a corrupt view of traditional religion, using veil as costume
•(Pakistan) Ferozsons publisher
•Uysal press
•Timas press (Cem Kiziltug)
•

age-graded sequences of children's religious books --> progressively decreasing use of images


questions (> Elias:)
•are there culturally specific ways of seeing --answer--> yes
•does religion requires its own categories for understanding visuality and sensory systems? --> *religion is a problematic category* <== inherently unstable {religion referring simultaneously to systematic ideological systems, atomized and multivalent beliefs, range of individual and cultural practices}--> constant flux + relative to each other =/= religion: discrete phenomena


•scholars who argue for a transcendental quality to religion
•Durkheim + Weber --> religious = behavioral
•Otto --> location of religion: a fascinating incomprehensible force outside of the human person
•Eliade --> essential unity of the religious (~= commensurate human behavior)
•Elias --> manifestation of belief and ideology in visual written emotive forms --functionalist--> [*]religion = visual art

visual material --serve-->
•aesthetic
•generator of meaning
•generator of affirmation شعاری
•icon
•talisman
•objects imbued with religious function
•token of aspiration
•instrument of aspiration (or other emotions)
•explicit reminder (of good behavior)
•gesture towards a better future : wish images
•

seeing = embodied act (---> go to Gossip Girl)
•(individuals make complicated interpretive choices concerning) what to look at & what they have seen
•*we feel through, about, from the visual* ~= visuality is embodied ~= visuality is multisensory + emotional


•Merleau-Ponty --> prereflective bodily consciousness: ‘body = instrument of comprehension’ (all material and other objects are woven into the body's fabric) --example--> blind man's stick
•[Groz --> phantom limb]

(Asad > Elias) power of things is their ability to act within a network enabling conditions (physical + mental --> feeling, remembering, hoping) -->{capacity of objects ==> society and politics become vitally material}

(the idea of power:) objects have agency in the complex web of interactions that joins them to other [--> object having itinerary] =/= objects have abilities or sentience that they use autonomously [--> object having life]

}--Elias--> critique of the idea of scopic regime


Elias furnishing the minimum information necessary to create an informed context (to frame of discussion) =/= give comprehensive history (about iran, pakistan, or turkey)


objects --> *affecting presence* (objects elicit affects)
[*]object: location of emotion, happiness pointer (---> go to index finger)
visual object: signifier of individual and collective emotion and aspiration


index
we do not have access to reliable system of deductible reasoning that assures us of an accurate interpretation of one value to the index --> lack of precise causative relationship between *observed phenomena* and their *affective consequences* (manifested on individuals and human societies)
}<-- this plagues visial material cultural studies


(Gell's notion of) abduction: a form of reasoning to abduce a possible (=/= actual) agent or effect
abductive reasoning (=/= deduction, communication, translation)
--> ***to analyze and experiment in the lack of data or causal relationships*** (which happens most of the time)
(i have been using the term speculation as synonym for abduction)
abduction = informed abduction : you need as much contextually relevant information as possible


(learning from Elias)
•specificity of emotions and affects <-- much more interesting
•specificity of objects or people

[*]emotion: object of (unintentional) human manufacture ==> location of human meaning & motivation

...................................

childhood Elias chap2

philosophical notions of selfhood in late antiquity (= islam + europe) ==> study of emotions & feelings

Platonic + Aristotelian : “emotion = ambivalent urges need to be disciplined and harnessed through some process of education” ==> islamic ideas of body & mind

favorite emotion (~ religious expression + motivator) in islam [+ sufism]: love & virtue [--✕--> my interest in hate & monster]

it was only one and half a century ago that William James argued that human mental states were incapable inseparable from our bodily forms (=/= “mind =/= body”)


modern theories of emotion:
•universalism <-- sentimental desire to believe in the essential community of all human beings + appeal of neuroscientific inquiries into the biological bases of emotions + certain linguistics theories [--> for example (the fable of universal emotion) *fear in the face of the enemy* transcends time and space]
•social constructivism <-- 80s sociology and cultural studies

using clinical data for humanistic arguments <-- problematic and unpersuasive


*******generation of new knowledge --approached-->
humanistic method (also applies to art?) --> authoritative: establishing control over the previous scholarship in the field + incremental advancement to collective knowledge
(*written as eureka moments of the revelation of knowledge* --> book: definitive work that closes discussion)
=/=
scientific method --> testing hypothesis, expecting one's own hypothesis to be proven wrong or incomplete in a very short time
(*written as progress reports on findings in ongoing research* --> article)

}--> this makes it dangerous for humanity scholars to take advantage of scientific research

[*]emotion
cognitive psychology --> humanistic + social-scientific theories of emotions --promoting--> (fables of)
•universal basic emotions: happiness, anger, disgust, fear, sadness, surprise [--> regardless what these terms might be in other languages other than english, or even if there are equivalent concepts]
•emotions do not occur in language but are physically manifested in the face [--> micro-expression in business negotiations]
•(the fable of) artworks can convey emotions accurately and reliably across time and culture [---> go to the fable of *unmediated response* + emotional appeal of “great art"]
•distinguish the essential from the optional, to capture the invariant, to break complex concepts into maximally simple ones [conceptual primes + lexicogrammatical universals] (<-- Wierzbicka's NSM)

=/=

•emotion --> Joseph leDoux 1996
•emotion --> Klaus Scherer 1979
•affects --> Deleuze and Guattari 1980
•perasaan hati --> indonasia 1980
•affect --> Massumi 2002
•emozioni --> Cesare Lombroso 1976

social constructivism approach:
•emotional experience is not precultural but preeminently cultural --> Lutz

anthropological approach l:
•metaphors/words for different emotions --Kovecses--> individuals choose to conceptualize their emotions differently within the constraints impressed on them by in universal physiology {*force: the primary emotional metaphor*}
•body-based constructivism

(William Reddy >) emotive: (for example saying “i am happy.”) performative (effects change) + constative (describes the world)
•emotive utterance --> getting through of something nonverbal into verbal --> failure of representation --> a person
}--Elias-->
•logocentric concept of emotive <-- comes from speech act theory (there is no evidence t[...]