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  1. Phenomenological physiotherapy: extending the concept of bodily intentionality.Jan Halák & Petr Kříž - 2022 - Medical Humanities 48 (4):e14.
    This study clarifies the need for a renewed account of the body in physiotherapy to fill sizable gaps between physiotherapeutical theory and practice. Physiotherapists are trained to approach bodily functioning from an objectivist perspective; however, their therapeutic interactions with patients are not limited to the provision of natural-scientific explanations. Physiotherapists’ practice corresponds well to theorisation of the body as the bearer of original bodily intentionality, as outlined by Merleau-Ponty and elaborated upon by enactivists. We clarify how physiotherapeutical practice corroborates Merleau-Ponty’s (...)
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  • Cognitive Systems of Human and Non-human Animals: At the Crossroads of Phenomenology, Ethology and Biosemiotics.Filip Jaroš & Matěj Pudil - 2020 - Biosemiotics 13 (2):155-177.
    The article aims to provide a general framework for assessing and categorizing the cognitive systems of human and non-human animals. Our approach stems from biosemiotic, ethological, and phenomenological investigations into the relations of organisms to one another and to their environment. Building on the analyses of Merleau-Ponty and Portmann, organismal bodies and surfaces are distinguished as the base for sign production and interpretation. Following the concept of modelling systems by Sebeok, we develop a concentric model of human and non-human animal (...)
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  • (1 other version)Learning as Differentiation of Experiential Schemas.Jan Halák - 2019 - In Jim Parry & Pete Allison, Experiential Learning and Outdoor Education: Traditions of practice and philosophical perspectives. Routledge. pp. 52-70.
    The goal of this chapter is to provide an interpretation of experiential learning that fully detaches itself from the epistemological presuppositions of empiricist and intellectualist accounts of learning. I first introduce the concept of schema as understood by Kant and I explain how it is related to the problems implied by the empiricist and intellectualist frameworks. I then interpret David Kolb’s theory of learning that is based on the concept of learning cycle and represents an attempt to overcome the corresponding (...)
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  • Man in Relation to the World: Umwelt–Welt Transition.Matěj Pudil - forthcoming - Biosemiotics:1-21.
    In the corpus of phenomenological philosophy (as far as it is influenced by the works of Jacob von Uexküll and the debate of phenomenologists with philosophical anthropologists such as E. Cassirer, F. J. J. Buytendijk, and A. Portmann), we find the allegation that one of the fundamental differences between human and non-human animals is that while the non-human animal has a species-specific umwelt, humans have access to (a certain idea of) welt. In this sense, Heidegger speaks of the animal as (...)
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