With the exception of James Ostrow’s 1990 study, social sensitivity has received scarce attention in philosophy, whilst it has become an important area of research in social and clinical psychology, where it is commonly known as interpersonal sensitivity. The latter is usually understood as a form of social skill to appropriately recognise and decode the appearance and behaviour of others. However, this view suffers from conceptual limitations in that it tends to reduce social sensitivity to standardised skilful behaviour. Drawing on (...) Husserl’s phenomenology of perception, I disambiguate social sensitivity from social skills, arguing that the former builds on the receptivity of habit to beliefs and cognitive dissonance. In this revised sense, social sensitivity informs processes of attitude change that challenge ingrained dispositions and potentially defy social codes and expectations. (shrink)

When it comes to the body, the professional pedagogical field shows a paradoxical attitude: With regard to sense-oriented school subjects, educational policies tend to underline a close relatedness of body and mind. However, where learning is primarily connected with mental activities and intellectual engagement, the body is rarely assigned an integral role. Discussing the grounding ideologies of this paradox, I will consult phenomenological and enactivist perspectives in order to develop an approach to embodied learning which takes into account both sense-oriented (...) as well as intellectual domains. I will argue that considering the interdependence of body and mind including their situatedness does not only benefit the cultivation of the body and the senses, but also opens up further perspectives for intellectual engagement. (shrink)

This paper addresses three main concerns about William James’s understanding of attention. In the first section, I will consider the question whether or not James’s famous claim that “every one kno...

This paper aims to conceptualize the phenomenology of attentional experience as ‘embodied attention.’ Current psychological research, in describing attentional experiences, tends to apply the so-called spotlight metaphor, according to which attention is characterized as the illumination of certain surrounding objects or events. In this framework, attention is not seen as involving our bodily attitudes or modifying the way we experience those objects and events. It is primarily conceived as a purely mental and volitional activity of the cognizing subject. Against this (...) view, the phenomenology of Maurice Merleau-Ponty shows that attention is a creative activity deeply linked with bodily movements. This paper clarifies and systematizes this view and brings it into dialogue with current empirical findings as well as with current theoretical research on embodied cognition. By doing this, I spell out three main claims about embodied attention: the transcendentalism of embodiment for attention, the bodily subjectivity of attention, and the creativity of embodied attention. (shrink)