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1

MOVING OUT FROM THE POINT OF VIEW OF THE CONCEPT OF EMBODIMENT

100%
Jewdokimow M.
Kultura i Społeczeństwo
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2007
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vol. 51
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issue 1
117-131
EN
The article is an attempt to describe the situation of moving out and being at home as an embodiment and habit according to the concept created by Maurice Merleau-Ponty and Jean-Claude Kaufmann. The article has been divided into four parts which attempt to answer questions which explain the moving out experience. First, what happens to the home and in the home when one or several of its inhabitants leave? The answer to this question was based on the concept of the body and habits formulated by Maurice Merleau-Ponty which leads to the statement that such a situation leads to a sudden disruption of the habits associated with the home. Second, what is the process of returning to the situation in which the home feels one's own - i.e. where the inhabitant feels comfortable? At this point attention is drawn to the research into habits conducted by Jean-Claude Kaufmann which discusses the process of the creation of new habits. Third, what is the embodiment of a home? Here Peter King's work was very helpful. He states that the feeling of safety, intimacy and privacy in the home are closely related to the process of embodiment. Fourth, what are the consequences for the residents of a change in the domestic landscape? At this point the concept of embodiment will be associated with the problem of self-reference, which leads to the conclusion that a change in the domestic landscape (people and things) is associated with a change in the residents themselves.
2

GESTURE, MEANING-MAKING, AND EMBODIMENT: SECOND LANGUAGE LEARNING IN AN ELEMENTARY CLASSROOM

100%
Rosborough A.
Pedagogický časopis (Journal of Pedagogy)
|
2014
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vol. 5
|
issue 2
227 – 250
EN
The purpose of the present study was to investigate the mediational role of gesture and body movement/positioning between a teacher and an English language learner in a second-grade classroom. Responding to Thibault’s (2011) call for understanding language through whole-body sense making, aspects of gesture and body positioning were analysed for their role as mediational tools for meaning making during a math assignment. Analysis of the teacher-student dyad provides insight as to how they moved from simply exchanging answers to using positions and gestures to embody meaning and feelings, thus establishing strategic ways to solve communication problems in the future. A shift to embody the communication task provided the new meanings not previously afforded while sitting at a desk. Combining a Gibsonian (1979) ecological perspective with Vygotskian (1978, 1986) sociocultural theory provides a way to view the role of embodiment in the social practice of second language learning (van Lier, 2004). The findings provide evidence that gesture along with bodily positions and [inter]actions play a central role in this dyadic meaning-making experience. The data demonstrate the interactive nature of the semiotic resources of the activity (i.e., speech, gesture/hands, math graph, whiteboard), with their materialized bodily/speech-voiced acts coinciding with Thibault’s (2004, 2011) explanation of human meaning-making activity as a hybrid phenomenon that includes a cross-coupled relationship between semiotic affordances and physical-material body activity. This perspective embraces Vygotsky’s (1978, 1997a) view of dialectical development including the importance of psychological and materialized-physical tools such as gesture in dealing with language learning processes (McNeill, 2012).
3

PHILOSOPHY AS GROTESQUE: THE CASE OF NIETZSCHE

88%
Cohen Shabot S.
Filozofia (Philosophy)
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2014
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vol. 69
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issue 6
503 – 513
EN
Reading philosophy through the figuration of the grotesque might provide us with an ontology that embraces change, fluidity, and disorder. In the author ś estimation, such ontological framework gives rise to an epistemology that stands out for incapacity to represent and be represented via classical tools of philosophy. She will argue that Nietzsche conceived of philosophy precisely in this fashion. Viewing Nietzsche through the lens of the grotesque, thus, holds the promise for enhancing our understanding of his style, outlook, and overall philosophy. More specifically, insights may be gleaned on different features of his work by comparing them to facets of a ‘grotesque theory,’ as the latter presents philosophy the way Nietzsche sought: as exceeding, ambiguous, unstable, eclectic, and heterogeneous. Everything that is profound loves the mask. (Friedrich Wilhelm Nietzsche1)
4
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Neurofenomenologia: metodologiczne lekarstwo na trudny problem

88%
Varela F.
Avant
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2010
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vol. 1
|
issue 1
EN
This paper responds to the issues raised by D. Chalmers by offering a research direction which is quite radical because of the way in which methodological principles are linked to scientific studies of consciousness. Neuro-phenomenology is the name I use here to designate a quest to marry modern cognitive science and a disciplined approach to human experience, thereby placing myself in the lineage of the continental tradition of Phenomenology. My claim is that the so-called hard problem that animates these Special Issues can only be addressed productively by gathering a research community armed with new pragmatic tools for the development of a science of consciousness. I will claim that no piecemeal empirical correlates, nor purely theoretical principles, will really help us at this stage. We need to turn to a systematic exploration of the only link between mind and consciousness that seems both obvious and natural: the structure of human experience itself. In what follows I motivate my choice by briefly examining the current debate about consciousness at the light of Chalmer's hard problem. Next, I outline the (neuro)phenomenological strategy. Finally I conclude by discussing some of the main difficulties and consequences of this strategy.
5

MEZIPROSTORY: K ČEMU JSOU FILOSOFICKÉ PERFORMANCE? ÚVAHY O ZTĚLESNĚNÍ A VEŘEJNOSTI FILOSOFICKÉHO MYŠLENÍ

75%
Gauss E. M., Felgenhauer K.
Filozofia (Philosophy)
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2013
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vol. 68
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issue 5
402 – 411
EN
In accordance with the spirit of Philosophie-Performance Festival [soundcheck philosophie] which took place in 2011 and 2012 in Halle (Germany) the paper deals with possible forms of expressing philosophical thoughts. In the frame of an optical experiment the notions embodiment and the public have been focused on in order to take a closer look – in accordance with the objectives of the performative philosophy – at the reception of a theory. The justification of the need of philosophical performances and other experiments concerning the philosophical discourse goes back to the philosophical anthropology of Helmut Plessner (1889 – 1985). Two theses are presented as a conclusion: a) philosophical thinking as such is to be taken as public; b) the embodiment of philosophical thinking is to be understood as a purely mental process.
6
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HOW DOES CONSCIOUSNESS OF THE BODY ARISE? (Jak powstaje swiadomosc ciala?)

75%
Judycki S.
Analiza i Egzystencja. Czasopismo Filozoficzne
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2010
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issue 11
11-48
EN
First sections of the article present the historical background of the twentieth century philosophy of the human body. Then the author analyzes main elements of Husserlian theory of the constitution of the body: constitution of visual, tactual and kinesthetic body, constitution of the body of the will (Willensleib) and intersubjective constitution of objective body. Husserl's theory of living body is then compared with Merleau-Ponty's philosophy of the body. In the last section the author presents analysis which aims to show how from the dualistic point of view conscious subject (soul) gets its most fundamental embodiment.
7

THE UNCONSCIOUS INFL UENCE OF TOUCH ON JUDGEMENTS AND PROSOCIAL ATTITUDES

75%
Faderewski M., Grzelewska P.
Polish Journal of Applied Psychology
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2012
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vol. 10
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issue 1
107-122
EN
The aim of the study was to investigate whether irrelevant haptic experience can unconsciously influence reasoning and prosocial attitudes. A secondary aim was to test whether this effect depends on individual sensitivity to tactile information. We examined whether the warmth and weight of held objects influences judgments of important situations and attitudes. Additionally, we investigated if high autotelic orientation reduces susceptibility to the unconscious influence of tactile sensations. The results showed that by touching heavy and warm objects an entrusted task is regarded as important, that touching warm objects does not increase prosocial attitudes, and that high autotelic orientation increases sensitivity to the influence of the touched object.
8

EMBODIED CLASSROOM - A PHENOMENOLOGICAL DISCUSSION OF THE BODY AND THE ROOM

75%
Alerby E., Hagström E., Westman S.
Pedagogický časopis (Journal of Pedagogy)
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2014
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vol. 5
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issue 1
11 – 23
EN
A (Western) school is, among other things, a building with its own spatial formations and boundaries. In educational settings, the place for learning, as well as the human body in the place, is significant. In this paper, we explore the theory of the lived body as it was formulated by Maurice Merleau-Ponty and argue why we think this theory can be used fruitfully in educational research, and specifically in a study of learning places such as classrooms. We also discuss what a classroom is and can be drawing upon the work of Otto Friedrich Bollnow. As humans, we access the world through our bodies and the knowledge we develop is always embodied. The body and the world are two aspects of reversibility, which Merleau-Ponty terms flesh. He also stresses that the body inhabits the world, and our corporeality can therefore be tied to the room—we are affected by and affect the room in a mutual interplay. In this paper, we develop this further and argue that teachers and students inhabit the classroom. Corporeality is therefore closely connected to spatiality and is understood as a prerequisite for being involved in relationships. We argue for the importance of exploring the notion of embodiment in educational settings with a special focus on the embodied classroom using the phenomenology of the life-world.
9

EXPLORING EMBODIED METHODOLOGIES FOR TRANSFORMATIVE PRACTICE IN EARLY CHILDHOOD AND YOUTH

75%
Cahill H., Coffey J., Smith K.
Pedagogický časopis (Journal of Pedagogy)
|
2016
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vol. 7
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issue 1
79 – 92
EN
The development of gendered identities during early childhood and youth occurs in a context of ‘body culture’ and the hyper-visibility of ‘perfect’ bodies, which align with traditional gender ideals. Embodied methods can assist to make complexity more visible, and to allow participants to see fluidity, shifts, and becoming. Whilst there has been significant theoretical development, further methodological innovations are needed to enable children and youth to articulate their perceptions of the way multiple influences shape their relations with their own bodies. Informed by ‘new materialist’ feminist theory this article will examine the work of Australian educators exploring use of creative and embodied drama-based play. The chapter advances methodologies to support pedagogical engagement with young children and youth about gender, identity and social change. The authors explore how embodied creative play can be used across ages to support children and young people to articulate the ways social norms and expectations influence their desires, imaginings, fears and actions and their perceptions of what is possible, desirable or appropriate in relation to performances of gender in their everyday worlds.The development of gendered identities during early childhood and youth occurs in a context of ‘body culture’ and the hyper-visibility of ‘perfect’ bodies, which align with traditional gender ideals. Embodied methods can assist to make complexity more visible, and to allow participants to see fluidity, shifts, and becoming. Whilst there has been significant theoretical development, further methodological innovations are needed to enable children and youth to articulate their perceptions of the way multiple influences shape their relations with their own bodies. Informed by ‘new materialist’ feminist theory this article will examine the work of Australian educators exploring use of creative and embodied drama-based play. The chapter advances methodologies to support pedagogical engagement with young children and youth about gender, identity and social change. The authors explore how embodied creative play can be used across ages to support children and young people to articulate the ways social norms and expectations influence their desires, imaginings, fears and actions and their perceptions of what is possible, desirable or appropriate in relation to performances of gender in their everyday worlds.
10

EMBODIED CIVIC EDUCATION: THE CORPOREALITY OF A CIVIL BODY POLITIC

63%
Phillips D. P.
Pedagogický časopis (Journal of Pedagogy)
|
2014
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vol. 5
|
issue 1
90 – 114
EN
This study explores the lived experience of democratic civic education for middle school students. Grounded in the tradition of hermeneutic phenomenology as guided by Heidegger (1962), Gadamer (1960/2003), Casey (1993), and Levinas (1961/2004), among others, the framework for conducting action-sensitive research, as described by van Manen (2003), guides this inquiry as I endeavour to uncover what it means for students to embody civic education. Twenty-nine students are taped engaging in discussions, debates, simulations, and other civic education. Twelve students self-select to engage in reflective writing and conversations about their experiences. The existential theme of lived body emerges from this inquiry. The importance of embodying one’s learning as well as connecting physically and socially to one’s society is apparent. The students’ learning through their corporeal experience serves to create the civil body politic of the classroom and inform their behaviour outside of the classroom. Insights from this study may inform curriculum theorists and developers, policy-makers, and classroom teachers. Recommendations are made to transform the social studies for students to capitalize on their bodily experiences within the classroom so that they may grow in their role as a citizen. Students may then embody the ideals essential in civic education and democratic societies.
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