Phenomenology and Practice最新文献

{"title":"\"My Body Can Do Magical Things\" The Movement Experiences of a Man Categorized as Obese –A Phenomenological Study","authors":"Gro Rugseth, Ø. Standal","doi":"10.29173/PANDPR25360","DOIUrl":"https://doi.org/10.29173/PANDPR25360","url":null,"abstract":"From a medical perspective, exercise and physical activity are valuable tools for losing weight, through an increase in energy expenditure. However, beyond this instrumental value, physical activity has meaning for the person experiencing it. Among individuals categorized as obese, that meaning is often problematic. The aim of this paper is to produce essential knowledge about one young man's embodied experiences of practicing martial art. Through a phenomenological analysis of research material concerning the young man’s passionate relationship to martial arts, we identify ways in which someone who has a body often regarded negatively, might still derive great pleasure from his movement experiences.","PeriodicalId":217543,"journal":{"name":"Phenomenology and Practice","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114786046","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Toward Experiencing Academic Mentorship","authors":"L. Robinson","doi":"10.29173/PANDPR25364","DOIUrl":"https://doi.org/10.29173/PANDPR25364","url":null,"abstract":"The idea of mentorship has become rather fashionable in academia today. Indeed mentorship is claimed, promoted and even mandated as something we can expect to experience as graduate students. Yet what is it really like to experience it? Drawing on concrete descriptions and phenomenological reflection I attend to graduate students’ actual experiences of mentorship (and not mentorship) to uncover aspects of the mentee experience for what it is rather than how it is claimed to be. Graduate students’ experiences reveal ways that mentoring moments variously escape us as somehow deficient or in excess of what we expect them to be. From a vantage that attends specifically to the mentee experience, points of reflection are offered for reimagining what the mentorship experience could become.","PeriodicalId":217543,"journal":{"name":"Phenomenology and Practice","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121753809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Riding in the Skin of the Movement: An Agogic Practice","authors":"Stephen Smith","doi":"10.29173/PANDPR25361","DOIUrl":"https://doi.org/10.29173/PANDPR25361","url":null,"abstract":"The art of riding imagines the human-horse relation in the image of the centaur. In synchronous motions, riding is a dance of sorts, contact of bodies in the skin of the moment. Yet always there is the possibility of fussing, flailing, falling and failing in moments of resistance, evasion and contrariness. Through phenomenological reflection on such moments, riding can be understood not simply in terms of its difficulties of centaurian mastery, but in terms of the postural, positional, gestural, expressive nuances of interspecies communication. It is on the off beats, and within the syncopations and momentary stresses of riding, that resistance can be addressed through quiet insistence, evasions overcome through persuasion, and contrariness can be felt otherwise. Through contemplation of such moments, we find the reminders of a sensual and essential intercorporeality and the configuration of an agogic practice.","PeriodicalId":217543,"journal":{"name":"Phenomenology and Practice","volume":"169 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132164543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teeters, (Taught)ers, and Dangling Suspended Moments: Phenomenologically Orienting to the Moment(um) of Pedagogy","authors":"Kelsey Knowles, R. Lloyd","doi":"10.29173/PANDPR25363","DOIUrl":"https://doi.org/10.29173/PANDPR25363","url":null,"abstract":"My intention in writing this article is to illustrate how I engage with the process of orienting to the meaning of pedagogy by inquiring into several moments in my life where I am able to fully experience its (moment)um. I begin this phenomenological inquiry by plunging into my experience on a teeter-totter as a young child, and use the sense of ups and downs as a metaphor for the tensions of weight and weightlessness, comfort and challenge that characterize the pedagogical world. I then attempt to gain a more perceptual understanding of pedagogy by narrowing in on the suspended moment, which becomes a metaphor for the pedagogical moments of support , vulnerability , and opening that emanate from this tension. In these particular moments, I am able to dwell in the spaces in-between my everyday ups and downs and become existentially conscious and pedagogically connected to the world around me. By metaphorically connecting each of these moments to my teeter-totter experience, I illustrate how embracing the tensions of life and allowing myself to dwell in a suspended moment, deepens my perceptual understanding of pedagogy and influences my current pedagogical practice as a new teacher and master’s student.","PeriodicalId":217543,"journal":{"name":"Phenomenology and Practice","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123056951","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Writing the in-between spaces: Discovering Hermeneutic-Phenomenological seeing in Dadaabi Refugee Camp, Kenya","authors":"W. Kalisha","doi":"10.29173/PANDPR25362","DOIUrl":"https://doi.org/10.29173/PANDPR25362","url":null,"abstract":"In this paper, I explore my journey of discovering the meaning of pedagogy and phenomenology as a research methodology while doing my master’s thesis. Like new researchers in any field, we have a journey that we travel which is often marked with uncertainty and a lack of clarity, especially with regard to methodological considerations. I describe what seeing pedagogy entails for me as I write phenomenologically. I also outline the difficulties and tensions present as I weave my way into writing. I use personal examples of struggles that I encountered in the writing process that are characteristic of phenomenological methodology.","PeriodicalId":217543,"journal":{"name":"Phenomenology and Practice","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126064984","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Being-online-in-the-world: A response to the special issue, ‘Being Online’","authors":"C. Howard","doi":"10.29173/PANDPR25365","DOIUrl":"https://doi.org/10.29173/PANDPR25365","url":null,"abstract":"Hats off to the editors and contributors of the special issue of Phenomenology & Practice, Being Online (vol. 8, no. 4). As a whole and in parts, this is a highly stimulating collection of articles on one of the single most important and challenging subjects of our times. It is also one about which the phenomenology of practice has much to say. Guest editors Norm Friesen and Stacey Irwin begin the issue with a reflection on questioning, the essence of which, as Gadamer (2000, p. 299) says, lies in opening up possibilities and keeping them open. Invoking Heidegger’s notion that “questioning builds a way” (1952, 1977, p. 3), the issue aims (and in my view succeeds), in opening different ways of thinking about the multiple ways of Being Online. This open invitation encompasses nothing less than the Internet, digitally mediated sociality and subjectivities with all the potentialities, actualities and ambiguities these phenomena imply. Proceeding from Heidegger’s wayfinding metaphor, the issue invites us to explore what Being Online means for being-in-the-world. With their attention to lived experience gained through the reflexive practice of epoche, phenomenologists are particularly well positioned for the kind of inquiry that moves beyond a functional, disembodied understanding of technology in order to situate it firmly in the lifeworld. This living world is one in which human beings cannot be taken as separate from the environments they inhabit and in which they are enveloped. Following the kind of relational ontology laid out Merleau-Ponty (2013), with its emphasis on the reversibility of energies between bodies and worlds (and by extension, tools and technologies), phenomenologists understand that existence is always already a dynamic co-existence. Bernhard Waldenfels is one such phenomenologist who proceeds from and radicalizes this position with the help of his former teacher Merleau-Ponty, as well as with Levinas and Husserl. It was wonderful to see his work, which is sadly limited in English, being highlighted by Friesen in his article, “Telepresence and Teleabsence: Phenomenology of the (In)visible Alien Online”, as well as his short yet comprehensive introduction, “Waldenfels’ Responsive Phenomenology of the Alien.”","PeriodicalId":217543,"journal":{"name":"Phenomenology and Practice","volume":"99 14","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113984871","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An elementary educational issue of our times? Klaus Mollenhauer’s (un)contemporary concern","authors":"J. Masschelein","doi":"10.29173/PANDPR23423","DOIUrl":"https://doi.org/10.29173/PANDPR23423","url":null,"abstract":"At the occasion of the publication of its English translation as Forgotten Connections: On Culture and Upbringing (2014) and as a modest attempt to honor Klaus Mollenhauer’s work, I would like to insist on the persistent relevance of the basic intellectual endeavor that he proposed in his Vergessene Zusammenhange. Uber Kultur und Erziehung, first published in 1983. In order to do so I will comment on Mollenhauer’s introduction and on what I consider to be a very fortunate formulation of an elementary educational issue in the second chapter of the book. Although I welcome the translation very much (includi ng also the very helpful “Translators’ Introduction”) and am impressed by its quality, certainly given the difficulty of such a work especially in a field which has cultivated its own vocabulary in the German language, this will imply that I will have to touch briefly upon some translation issues. I first encountered Klaus Mollenhauer as a young doctoral student at the Center for Philosophy of Education of the University of Leuven (Belgium) in the early 1980’s. He came to Leuven; invited by my promoter Mariette Hellemans who, in her courses at the time, was dealing with the (German) tradition of critical hermeneutics and emancipatory pedagogy of which Mollenhauer was supposed to be one of the most influential representatives. A little later, together with Mariette Hellemans and my colleague PhD-student Paul Smeyers, we visited Mollenhauer in Gottingen where he taught at the university. On this occasion, we were warmly welcomed at his home where he expounded on the work he was doing regarding the ‘educational’ reading of paintings. He demonstrated many diapositives and also ‘tested’ his hypotheses on us regarding the interpretation of “Las Meninas” of Velasquez. He situated them in relation to those of Foucault and they became (together with many of the images that he showed us) a part of Forgotten Connections (see e.g. 2014, pp. 41-46). Afterwards, I had the opportunity to meet Mollenhauer at several conferences in Germany, including an intensive seminar on the work of Wilhelm Flitner organized by Helmut Peukert in Hamburg in 1989. The central question of this seminar concerned the ‘place’ of a ‘general educational theory or study’. The central reference was to Flitners well-known phrase that such a theory relies on a ‘basic pedagogical thought’ (“einen Padagogischen Grundgedankgang”) which brings different central and internal concepts into relation such as: ‘Bildung’, ‘Bildsamkeit’, ‘Bildungsweg’, ‘Bildungsziel’ (see Peukert, 1992). In retrospect, I can say that the seminar covered a decade in which German philosophy and theory of education (“Allgemeine Padagogik” or “Allgemeine Erziehungswissenschaft”), after the emergence and tremendous flourishing of critical and emancipatory pedagogy in the sixties and seventies, felt itself increasingly colonized by sociology and critical social theory (reducing education in one way or another to ideology","PeriodicalId":217543,"journal":{"name":"Phenomenology and Practice","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124540642","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The return of pedagogic: On the Dutch translation of Klaus Mollenhauer’s Vergessene Zusammenhänge","authors":"W. Pols","doi":"10.29173/PANDPR23417","DOIUrl":"https://doi.org/10.29173/PANDPR23417","url":null,"abstract":"In the seventies, the translators of Vergessene Zusammenhange (Ciske Balhan and myself) studied education at the University of Leiden. We specialized in social-educational theory (‘social pedagogic’) and we studied Klaus Mollenhauer. He was a well-known educationalist who conceptualized the field of social education in West Germany, with a focus on youth care and youth welfare services. But we also knew Mollenhauer in another way; he was one of the key representatives of German Critical Pedagogic. I read his Erziehung und Emancipation (first published in 1968). The book is a plea for democratic education; a dialogue between parents and their children, teachers and their students, youngsters and their educators.","PeriodicalId":217543,"journal":{"name":"Phenomenology and Practice","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121741608","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Scholarly and Pathic Cavalier: Max van Manen’s Phenomenology of Practice","authors":"P. Willis","doi":"10.29173/PANDPR23433","DOIUrl":"https://doi.org/10.29173/PANDPR23433","url":null,"abstract":"It is much easier for us to teach concepts and informational knowledge than it is to bring about pathic understandings. But herein lies the strength of a phenomenology of practice. It is through pathic significations and images, accessible through phenomenological texts that speak to us and make a demand upon us that the more non-cognitive dimensions of or professional practice may also be communicated, internalised and reflected upon. For this we need to develop a phenomenology that is sensitive to the thoughtfulness required in contingent, ethical, and relational situations (van Manen, 2014, p. 269).","PeriodicalId":217543,"journal":{"name":"Phenomenology and Practice","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131820376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Klaus Mollenhauer's \"Forgotten Connections:\" A sketch of a general pedagogic","authors":"Stein M. Wivestad","doi":"10.29173/PANDPR23415","DOIUrl":"https://doi.org/10.29173/PANDPR23415","url":null,"abstract":"Mollenhauer presents his book as a rough sketch of what Allgemeine Padagogik (General Pedagogic) could be – an outline of \"a general study of Bildung and upbringing\" (Mollenhauer, 2014, p. 9) – a daring project, which in my view is even more needed today than in 1983. Mollenhauer shows a way to a practically committed, historically-founded and future-oriented theory of emancipatory upbringing and education; built on reliable elements in the cultural and pedagogical tradition, which we, as responsible adults, should not forget, when we, together with the new generation, face present and future challenges. In this essay, I attempt a short interpretation of his sketch and give some brief evaluative comments in the final section.","PeriodicalId":217543,"journal":{"name":"Phenomenology and Practice","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129278695","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}