Phenomenology & Practice (Journal)
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Sublimity & the Image: A Hermeneutic Phenomenological Exploration
No full textFor over 2000 years, the sublime has been a source of fascination for philosophers, artists, and even the general public at times. We have written hundreds of treatises on the subject, put forth innumerable definitions and explanations, and even tried to reproduce it in art and literature. But, despite our efforts, our understanding of the sublime remains elusive. In this paper, the sublime is explored as a potential human experience that can be evoked by an image. Drawing upon concrete experiences, the phenomenon of sublimity suggests a compelling, embodied response to the visual object that can evoke a fundamental change of being
Natura Vocare - Lived Experience and the Ecological Ethic
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A Review of Brendon Larson’s Metaphors for Environmental Sustainability: Redefining our Relationship with Nature
No full textBrendon Larson’s Metaphors for Environmental Sustainability: Redefining our Relationship with Nature is a thought provoking treatment of what can be a challenging and sometimes controversial subject. Primarily, but not exclusively, through four feedback metaphors: progress, competition, barcoding, and meltdown, Larson challenges the dominant scientific discourse, highlighting the limits of a single-lens scientific narrative while emphasizing the value of welcoming ambiguity, and diversity as a means to fruitful discussion and inquiry in addressing the issues surrounding environmental sustainability. Furthermore, rather than fencing ourselves off from nature, Larson demonstrates the importance of breaking down narratives of duality, and seeing ourselves as one with nature, not separate from it, in addressing issues concerning environmental sustainability. This book is valuable not only for its message, but also for how its concepts are presented. Larson presents historical and cultural frameworks to contextualize evolutionary and current environmental sustainability narratives. This book exemplifies phenomenological practices and perceptions, and is a valuable and insightful read for any individual, practitioner, or academic with an interest in environmental sustainability.
Augustine, Wittgenstein, and “the Call” in Mollenhauer’s Forgotten Connections: On Culture and Upbringing
No full textAugustine’s autobiographical Confessions (1909) contains one of the first accounts of a child learning to speak. This account, in turn, is central to Klaus Mollenhauer’s Forgotten Connections: On Culture and Upbringing (1983/in press), a book internationally regarded as one of the most important German contributions to philosophy of education and curriculum theory in the 20th century. This book’s interpretation of Augustine’s description, as well as its divergence from an earlier interpretation by Wittgenstein in his Philosophical Investigations (1953) form the initial focus of this paper, which undertakes close readings of both approaches to Augustine. We argue that Wittgenstein’s account, while quite similar to that of Mollenhauer, arrives at an impasse, particularly insofar as training (Abrichtung), education and upbringing is concerned. In his subsequent attempt to “rescue” Augustine from Wittgenstein’s critique, Mollenhauer develops three highly original notions that are central to his own understanding of upbringing: presentation, representation and Bildsamkeit. Significantly, the divergence of Mollenhauer’s and Wittgenstein’s interpretations also throws into sharp relief Mollenhauer’s particular, dialogical and pedagogical interpretation of “the call,” as it is originally articulated in Augustine
Pedagogical Hope
No full textThis paper explores the experience of pedagogical hope from educators’ viewpoints. Starting from a multidisciplinary study, it has been developed through the collection and analysis of descriptions of experiences lived by educators, which have revealed some essential points: realism, sense of wonder, patience, and openness, among others. The discovery of the powerful and fundamental influence of hope in the lives of teachers exercising their role, assistants, school counselors, as well as in the lives of the children and youth whom they have been entrusted, leads us to preserve and attest to it
The ecstatic-poetic phenomenology of Jennifer Anna Gosetti-Ferencei
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The Eco-Improvisatory-Theatre of Merleau-Ponty’s Phenomenological Narrative
No full textIllustrating how Merleau-Ponty’s enigmatic phenomenology lends itself beautifully to both theatrical and ecological analysis, this essay examines how his work heralds a call to engage with our world on an embodied, improvisatory level. Exploratory improvisation and Merleau-Ponty’s phenomenology mitigate notions of distance into a causal relationship towards (re)engaging wholeness, by inviting the sensuous intimacies of interaction: with ourselves, with each other, with earth…. in distance, in proximity. Maurice Merleau-Ponty’s phenomenology must be embodied and experienced with a consciousness, an alertness and perceptive awareness of the act of engagement. The call to action by Merleau-Ponty begets an improvisatory eco-theatre; however it is not a move towards environmental activism. This paper illustrates how improvisation is a means to experientially make clear this delineation, which is crucial to overcome the dichotomies of separation and otherness that have been so entrenched in the Western world. Re-engaging our sensitivity of improvising as tool for survival, in a world where our sensitivities are all too often socially-placated and dulled is where the work of Merleau-Ponty and where theatre can be an active tool for re-imagining a future, our future. Merleau-Ponty’s eco-theatre is holistic, is inclusive and is most definitely a form of activism (or act-of-vision): a phenomenology that, properly and fully grasped, can be embodied through a ‘theatrical’ practice, specifically through exploratory improvisation.
Using Simulation and Virtual Practice in Midwifery and Nursing Education: Experiencing Self-Body-World “Differently”
No full textThe journey into the world of midwifery or nursing requires the student to attend to the intertwining of self-body-world in order to shift their knowledge of self-body-world into a client/patient-centered context. One of the teaching-learning strategies used to provide safe opportunities is the use of simulations and virtual practices. Rather than learning intimate acts of touching, or life and death decision-making in situations with actual clients/patients, students enter their learning world with rubber torsos, cloth babies, and cyber clinics. The “other” is a simulated other, not a human. How does the student shift from seeing this simulated other as object to a sense of other as subject? In our world of constant use of technology for communication and entertainment, do students shift in and out of a cyber world easily or are they more captured by the simulated experience than with the human world? Has the human world redefined itself where the intertwining of self-body-world blurs the sense of where human body ends and cyber or simulated world begins? What is the place of Bildung when engaged with a cyber other? As a result of educational challenges, including rising enrolments, limited clinical placement opportunities, and increasing risk management concerns, there has been a proliferation in the use of simulation as a teaching strategy (Fox, Damazo, 2013; Schmitt, Gilbert, Brandt, Weinstein, 2013). This has left us –the authors– wondering about the student experience of simulation. What do they learn? How do they learn? How can this learning be applied in practice
Mothers and the Phenomenology of the Memorable Photograph
No full textThis article explores the phenomenology of mothers as they return to memorable photographs.[i] It reviews research on three mothers who articulate the lived experience of photographs, and how such experience might reveal basic ontological aspects of motherhood. The phenomenology of a mother’s memorable photographs discloses an aporia of human relationships that involves the connectedness she has with her children, and the awareness that her children have become separate individuals. These two themes – separateness and coexistence – are indissolubly at odds. Each constitutes a mother’s potential lived experience of photographs as viewed in front of her. A concluding discussion reviews how each of these contradictory themes provides the necessary context for the other to arise, mutually presupposing the other. [i] The Duquesne University IRB approved the research conducted in this article (Protocol #11-27). The author would like to thank Eva Simms, Patrick Howard, and two anonymous reviewers for helpful feedback while preparing this article. This article is indebted to the three mothers who participated in this research