The Norwegian welfare system due to human rights is in charge of providing necessary support of life to every citizen in terms of a safe place to live, the opportunity to education or employment and meaningful life accomplishments. We explore how public sustenance is experienced by a group of young receivers of public support. The article is one of three substudies drawing on empirical material from in-depth interviews with 14 young adults with mental health challenges and experiences from being partly (...) or fully out of school or work. The interviews reveal that in particular three aspects of support are significant to the young. These are personal and shared space, the opportunity of a safe home, and the prospect of not being trapped for a lengthy time in their problems, but be part of the “world out there.” Could public support provide some temporary or permanent help with regard to these basic aspects of life? We explore in this article the potential interrelatedness between space and support in a hermeneutic phenomenological manner with basis in experiences from four of the young in the study. David, Mia, Oda and Simon each in their way, describe moments where support and space seem to be existentially and experientially interconnected. We wonder if analysis of the two phenomena can inform our understanding of the qualities that characterize what we might call a ‘supportive’ environment within public welfare. (shrink)

What is the core of pedagogical practice? Which qualities are primary to the student–teacher relationship? What is a suitable language for pedagogical practice? What might be the significance of an everyday presentational pedagogical act like for example the glance of a teacher? The pedagogical relation as lived relationality experientially sensed, as well as phenomenologically described and interpreted, precedes educational methods and theories and profoundly challenges educational practice and reflection. The paper highlights the aporetic character of pedagogical practice, reflection and research (...) by suggesting that the pedagogical relation opens up for a practice that is ethically and existentially normative rather than developmentally and socially normative, and thus fundamentally shifts the meaning of education. (shrink)

Proceeding from a philosophical interpretation of negative theology as performatively undermining our seeming understanding of the absolute and thereby evoking a transformative experience, this paper emphasises the philosophical significance of negative theology by linking it to Karl Jaspers’ notion of the universal limit situation of existence. Against this background, an analysis of mystical and psychotic experiences shows how certain similarities between the two can be understood as constituting a particular mental state in which the universal limit situation is experienced personally. (...) Moreover, experiencing the limit situation, be it through this mental state or through certain moods or feelings, can be transformative and may lead to an attitude of groundless trust that acknowledges the incomprehensibility of the human condition. The paper argues that this reading of negative theology provides a better understanding of the parallels between mysticism and psychosis and may be fruitfully applied in therapy. (shrink)

The principal aim of this article is to examine the capacity of existential analytic to suggest alternatives to entrenched dichotomies and dilemmas in practice theory, and more generally, in social theory. In this regard, the doctrine of trans-subjective existentialism is developed. The underlying aim is to inform hermeneutic engagement with social practices’ potentiality-for-being in order to illuminate a possible existential ontology of practices. It is argued that the concept of chronotope should be central in this ontology. Thus, the possibility of (...) hermeneutic realism about social practices becomes open to scrutiny. (shrink)