Phenomenology & Practice (Journal)
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A Phenomenological Actor
No full textIn this article, I will open my artistic research process from the phenomenological point of view, by aiming at identifying its phenomenological aspects and potential. My presentation will proceed as a series of practical demonstrations, which enable us to perceive how an actor as a scenic performer conceives their corporeal practice and what kind of phenomena they produce, encounter and operates with. The experience and idea of corporality, rising from the scenic practices described, set new kind of challenges to the phenomenology of embodiment
Music-in-Becoming: Researching Processes of Disclosure
No full textIn this article, Music-in-Becoming, I explore the integrative practices of composing music and researching its emergence. The article reports from an artistic research project on composition as lived experience. The music that serves as the raw material for my inquiry consists of four pieces for three overtone-skilled singers and one double bass player for the concert Ørenslyd, all performed in Berlin in October 2019. My intention is to show how composing music takes place in a phenomenological in-between of composer and work that is driven by attentive listening and the complementary skills of activeness and receptiveness. In this in-between, the skill of listening plays a crucial role as it is both participatory and receptive. I further examine and discuss the methods I use during this exploration, influenced by both artistic research and phenomenological research. The two methodological approaches are compared regarding their characteristic differences and their potential kinships. My presumption is that the active-receptive act of composing at its core is a phenomenological-hermeneutic practice. I conclude that artistic research seems to be profoundly influenced by phenomenology, whereas not all phenomenological research is influenced by art as practices or as a research approach
Listening and Mediation: Of Agency and Performative Responsivity in Ecological Sound Art Practices
No full textThis article approaches listening practices and the role of technological mediation within ecological sound art, building on findings through the artistic research practices of the two authors. Through documentation of the authors’ ecological sound art practices of aeolian guitar performance, curation, composition, performance on found objects and field recording, we argue that phenomenological variation is inherent to the use of technology across all these forms of performative responsivity, as well as in the analytical forms of listening enacted through stimulated recall and micro-phenomenology. By unpacking the agencies at play in ecological sound art, we discuss how these artistic practices afford “unexpected ways” (Arteaga, 2017, p. 25) to knowledge. The article thus attempts to provide insight into human and non-human agencies at play in phenomenological approaches to ecological sound art and technological mediation, activated through listening
Conversation-as-Material
No full textConversation-as-material is a language-based artistic research practice for attempting to speak from within the experience of collaborative artistic exploration, a linguistic practice attentive to the lived experience of aesthetic co-creation. The practice of conversation-as-material, which forms the basis of this article, has evolved through tentative exploration of the questions: How can the shared act of conversation bring into reflective awareness the live and lived, yet often hidden or undisclosed, experience of artistic practice and process, especially within collaboration? How can the event of conversation be developed as an artistic research practice for attempting to give tangibility, whilst also remaining in fidelity, to the pre-reflective aspects of this lived experience? Considered less as a means for talking about, conversation-as-material may be understood as a practice for inviting immanent, inter-subjective modes of verbal-linguistic sense-making emerging through different voices enmeshed in live exchange. Conversation — from con- meaning ‘with, together’ and versare, ‘to turn, bend’; or else, from conversare — ‘to turn about, to turn about with’. Conversation-as-material has emerged as a practice of collaborative writing, which unfolds through the interplay of different voices ‘turning about’ together in conversation. In this sense, the practice can be differentiated from that of interview — for in the practice of conversation-as-material there is no researcher/researched dichotomy. Within the practice, an attempt is made to develop an approach to writing that finds expression first through verbal conversation, which is then subsequently distilled, even densified, towards poetic text. Conversation-as-material involves the gradual revelation of an artistic-poetic, perhaps even phenomenological, mode of emergent writing for speaking from the experience of collaborative co-creation, where linguistic content is not already known in advance, but rather emerges in and through the lived working-with of language. The practice of conversation-as-material thus comprises a quadripartite process of conversation, transcription, distillation, and presentation, where each part involves the activation of a particular aesthetic or poetic mode of attention, perhaps even a specific phenomenological attitude or disposition
Pre-Service Teachers in the Outdoors: A Phenomenological Exploration
No full textWhile a child’s sense of wonder is thought to come naturally, less is known about how adults foster or connect with their sense of wonder. For the purposes of this exploration, wonder is the openness that comes when one dwells with the present moment, allowing questions to arise, rather than using wonder as a tool to answer a question (Gadamer, 2004; van Manen, 2014). Spending time in the outdoors is a common way to engage wonder, but there may be differences in the ways adults experience their surroundings compared to children. If teachers or parents aim to foster a child’s sense of wonder then it is important to understand how adults experience and connect to the outdoors so they can model and promote the connection for children. This paper explores the experiences of adults in the outdoors in order to better understand the barriers and paths that may lead to wonder. Five anecdotes from outdoor experiences are phenomenologically analyzed to better understand the lived experience of adults in the outdoors. Themes from the anecdotes are discussed, as well as the implications for teacher education programs
Being Outdoors: Lived Experience on the Franklin River
No full textBeing outdoors can provide experiential possibilities not readily available indoors. In this paper we draw on phenomenological research undertaken with participants on 10-day outdoor Franklin River journeys in Tasmania, Australia, to illustrate such possibilities. By exploring multiple aspects and variations of participant lived experience outdoors we focus, in particular, on the potential ontological implications of these experiences. We detail three key findings that emerged from participant descriptions: i) a feeling of humility, ii) being alive to the present, and iii) paradox and living with the irresolvable via anecdotes, experiential structures and quotes. In doing so we highlight and discuss what, we suggest, are profound possibilities for participants’ ways of being outdoors with/in this vibrant riverscape
Language-ing the Earth: Experiential Renewal for a Relationally Sensitive Environmentalism
No full textThis paper investigates human relationship with the larger living landscape that is grounded in experiential renewal. Phenomenology is antithesis to the process of abstraction and objectification through which the world as we experience it is diminished by conceptualization and categorization. Recent studies to understand the natural world as a hermeneutic text offers important reflections on the human mediation of the meaning of the more-than-human-world and assists in understanding the implications of our encounters with the world. Phenomenology, however, is unique in its capacity to bring to expression, rather than silencing, our relationship with the natural world and our human inherency in it. This paper explores phenomenologically sensate reciprocity as it is encountered in lived experience. Through deepening our attunement for our embodied integration in a living world we may relearn and restore a capacity to dwell more thoughtfully with newfound sensitivity, respect, and restraint in the ecosystems on which we wholly depend
Experiential Intensity of Exploring Place Abandoned
No full textThere is a growing global shift towards urbanization resulting in diminishing connections with the traditional rural placescape. Newfoundland and Labrador (NL) has a long history of out-migration and internal migration between communities in coastal areas within the province. Resettlement programs initiated by the NL government between 1954 and 1975 accounted for the internal migration of approximately 30,000 people from 300 communities. Modern-day encounters with these abandoned communities are relevant to understanding the loss of place and home, as significant numbers of students in NL today are affected by migration. This paper is a phenomenological study of the experiences of educators as they explored the remnants of an abandoned community. The participants of the study were six experienced public school educators with teaching experience at the primary, elementary, intermediate, and secondary levels. The study took place in eight abandoned communities located on the western shore of Placentia Bay, where mainly the remnants of Isle Valen, St. Leonard’s, St. Kyran’s, and Great Paradise were explored. Data collection consisted of two personal interviews and one group hermeneutic circle, with the aim to answer one fundamental question: What is the experience of educators exploring the remnants of an abandoned community? Data in this study are represented by lived experience descriptions, which were interpreted hermeneutically and guided by four phenomenological existentials: temporality, corporeality, spatiality, and relationality. The results of this study not only provide deeper insight into intense experiences in communities abandoned through resettlement; they also reveal the significance of place in our lives, place as heuristic teacher, the pedagogical power of place, the need for local, meaningful place-based experiences in a curriculum as lived, and their potential for furthering personal and educational insight no matter where in this world we live or dwell
Hermeneutics in an Age of Alternative Facts, Fake News, and Climate Change Denial
No full textA Review of Clingerman, F., Treanor, B., Drenthen, M., and Utsler, D. (Eds.) Interpreting Nature: The emerging field of environmental hermeneutics