 De Sousa (1987) has suggested that the stories characteristic of different emotions are learned by association with “paradigm scenarios”. Paradigm scenarios involve two aspects: first, a situation type providing the characteristic objects of the specific emotion-type (where objects can be particular and formal), and second, a set of characteristic or “normal” responses to the situation, where normality is determined by a complex and controversial mix of biological and cultural factors. These scenarios are drawn first from our daily life as small children and later reinforced by the stories, art, and culture to which we are exposed. Later still, they are supplemented and refined by literature and other art forms capable of expanding the range of one’s imagination of ways to live (de Sousa 1990; Faucher and Tappolet 2008b).