Phenomenology & Practice (Journal)
Not a member yet
226 research outputs found
Sort by
A Reader’s Response to Norm Friesen’s The Place of the Classroom and the Space of the Screen: Relational Pedagogy and Internet Technology
No full textA interview with Norm Friesen and review of his book: The Place of the Classroom and the Space of the Screen: Relational Pedagogy and Internet Technology (Peter Lang, 2011
A Review of Eva M. Simms\u27 The Child in the World: Embodiment, Time, and Language in Early Childhood.
No full text"My Own Way of Moving" - Movement Improvisation in Children\u27s Rehabilitation
No full textThis article investigates the ways that children with different motor disabilities move in an improvisational context. We developed and implemented a one-year long movement improvisation program in which 12 children with different motor disabilities participated in weekly sessions under the practical leadership of two dance teachers and the researchers. The project\u27s theoretical perspective and research approach are based on a phenomenological perspective that emphasizes movement as a personal, relational, and expressive phenomenon. The empirical material was developed and created through close observation and consists of the researchers\u27 kinaesthetically lived experiences, video observations, and logbooks from the weekly movement improvisation sessions. In the article, we present and reflect upon five episodes from one activity regularly performed during the year. The article shows that movement improvisation can, over a period of time, offer children with motor disabilities an opportunity to explore their personal ways of moving together with others. The analysis explores how and why the children gradually felt secure enough to throw themselves into exploring their own movement possibilities and how improvisation promoted their desire to keep on moving
"I Learned Nothing from Him...". Reflections on Problematic Issues with Peer Modeling in Rehabilitation
No full textPeer learning involves processes whereby inexperienced persons learn from persons with more experience. Previous research has shown the benefit of peer learning to the rehabilitation process of people with spinal cord injuries and others using a wheelchair, yet discussions of problematic aspects are scant. Thus, the purpose of this article is to highlight two problems with peer learning. By presenting a vignette elaborated from a phenomenologically oriented case study of a wheelchair skills program at a Norwegian rehabilitation unit, the problem of a naive view of empathy and the danger of inflicting symbolic violence are reflected upon. These reflections, though tentative, draw attention to the ethical responsibility of rehabilitation professionals who use peer learning as a part of their intervention
The After-School Programme: An Arena for Interaction with Others through Body Movements in Play
No full textThis article investigates how the body movements in children\u27s play are related to their interaction with others. Qualitative material was gathered from close observation and qualitative research interviews among eight- and nine-year-old children in an after-school programme (ASP) in Norway. The theoretical perspective is phenomenological. The study shows that body movements in the children\u27s self-chosen and child-managed play outdoors are extensive and arise from play situations where children spontaneously seek interaction with others. Such bodily interaction occurs largely in small groups of best friends or in larger groups that come together as the participants undertake the same activity. The children\u27s body movements play a significant role in their interaction with others and can be interpreted as a fulfilment of their seeking such interaction. Based on the findings, it is recommended that self-chosen and child-managed play outdoors be encouraged in the ASP. While extensive body movements arise out of interaction in play, the play may also contribute to the children\u27s health and development. The ASP can fill a complementary function to institutions with structured and adult-controlled activities
How Literature Works: Poetry and the Phenomenology of Reader Response
No full textReader response literary theory dominates the study of literature in the K -12 school curriculum. Because this theory reflects the student - centered, constructivist orientation currently driving curriculum development, reader response literary theory is central to guiding the literary experiences of children in schools. Student readers creatively engage in a transaction with a text driven by their personal purposes and experiences that leads to the construction of new, alternative voices and perspectives. This study employs hermeneutic phenomenology to inquire into the experiencing of the transactive space of literary engagement to understand more fully how the transaction is lived and felt. Phenomenology can allow a better understanding of the lived, embodied experiencing in the transactive space created between reader and text and provide a fresh and meaningful account of how literature "works.
Pedagogical Recognition
No full textPedagogical activity, be it of parents or teachers, continuously requires us to meet children\u27s and youngsters\u27 deep ethical needs. In our daily relationships with them, recognition is one of the most frequent and essential ingredients of our educational activity. But, what does being recognized mean? When does this everyday practice become genuinely pedagogical?
This phenomenological inquiry explores pedagogical recognition, an experience of an essentially ethical sense. Through our words, actions, decisions, etc., we offer children and young people effective learning experiences about what is good and right in our human world. Moreover, genuine recognition allows us to discover the personal worth and uniqueness of every child and young person entrusted to us. Recognition deals with the very being of people revealed through their capabilities in action.
In this experience, the educator plays the decisive role. Thanks to our pedagogical responsibility and influence, we have the power to recognize; a power that has been given to us by the child and that can be observed when the transformational effect of recognition occurs. Pedagogical authority is the foundation of recognition as well as educational intentionality. The pedagogical significance of this practice requires every educator to evaluate and to improve the ways of doing this effectively, especially by thinking carefully about every person\u27s singularity and by developing awareness of our ethical personality and our embodied language. It may lead us to being recognition
In Memoriam: The Experience of Eulogizing a Loved One
No full textWhether the "call" to write a eulogy comes when we learn of our loved one\u27s death or shortly after, it comes when we may not yet be able to mourn--let alone make a declaration. The death of a loved one may alienate us from the world and from the sense of self that rests on our daily living in the world and with others. It may "individualize us down to ourselves" by throwing us into a world utterly devoid of meaning and anchors. Paradoxically, from this "nothing," a call may usher forth demanding us to take a stand on our loved one\u27s death and ultimately on our being here. Trying to avoid hearing this call when threatened by the nothingness and world-collapse that a loved one\u27s death brings may be the most natural response. But what happens when we are asked to write a eulogy? Can we ignore the call or is it itself inextricably intertwined with our mourning and precisely that which begs to be expressed? This paper describes the experience of eulogizing a loved one as an encounter with the mortality of words, as listening to silence, and as addressing the deceased--without bathos or pathos
The Ethical Experience of Nature: Aristotle and the Roots of Ecological Phenomenology
No full textI demonstrate here how Aristotle\u27s teleological conception of nature has been largely misunderstood in the scientific age and I consider what his view might offer us with regard to the environmental challenges we face in the 21st century. I suggest that in terms of coming to an ethical understanding of the creatures and things that constitute the ecosystem, Aristotle offers a welcome alternative to the rather instrumental conception of the natural world and low estimation of subjective experience our contemporary techno-scientific culture espouses. Among other things, I consider how his conception of orexis and eudaimonia (happiness or, as I prefer here, "the flourishing life") might be extended to include the eco-system itself, thus allowing us to better understand the moral meaning of nature. I conclude with a look at the way in which modern phenomenology re-addresses the fundamental Greek concern with ontology, meaning and human authenticity. I consider the ways in which phenomenology reasserts the value of direct human experience that was so important to Aristotle; and I consider how this view, and that of Deep ecology, may help us to experience nature - and all of Being for that matter - in a more authentic, meaningful and altogether ethical light