Phenomenology & Practice (Journal)
Not a member yet
226 research outputs found
Sort by
Thinking, Longing, and Nearness: In Memoriam Bernd Jager (1931–2015)
No full textSee full-text article
From Necker Cubes to Polyrhythms: Fostering a Phenomenological Attitude in Music Education
No full textPhenomenology is explored as a way of helping students and educators open up to music as a creative and transformative experience. I begin by introducing a simple exercise in experimental phenomenology involving multi-stable visual phenomena that can be explored without the use of complex terminology. Here, I discuss how the “phenomenological attitude” may foster a deeper appreciation of the structure of consciousness, as well as the central role the body plays in how we experience and form understandings of the worlds we inhabit. I then explore how the phenomenological attitude may serve as a starting point for students and teachers as they begin to reflect on their involvement with music as co-investigators. Here I draw on my teaching practice as a percussion and drum kit instructor, with a special focus on multi-stable musical phenomena (e.g., African polyrhythm). To conclude, I briefly consider how the phenomenological approach might be developed beyond the practice room to examine music’s relationship to the experience of culture, imagination and “self.
A Phenomenological Investigation of the Presencing of Space
No full textIn this paper the author explores certain fulfilling personal experiences that he describes as the presencing of space, i.e. the way in which an individual’s spatial involvement may put him or her in contact with reality as a whole. These experiences are investigated from a phenomenological perspective, and the differences between them and other similar experiences, such as that of the sublime or topophilia, are highlighted. A neologism is introduced: topoaletheia (from the Greek topos, space understood as region, and aletheia, disclosure) to name a distinctive type of spatial experience. This concept may enrich the discussion about our involvement with space in our built environments.
Being-online-in-the-world: A response to the special issue, ‘Being Online’
No full textPlease see .pdf file
Writing the in-between spaces: Discovering Hermeneutic-Phenomenological seeing in Dadaabi Refugee Camp, Kenya
No full textIn 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
Toward Experiencing Academic Mentorship
No full textThe 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
"My Body Can Do Magical Things" The Movement Experiences of a Man Categorized as Obese –A Phenomenological Study
No full textFrom 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\u27s 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
Teeters, (Taught)ers, and Dangling Suspended Moments: Phenomenologically Orienting to the Moment(um) of Pedagogy
No full textMy 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