This essay presents somaesthetics of discomfort as an extension of the field of somaesthetics as developed by Shusterman. Using the work of Peirce and Dewey as a foundation upon which Shusterman and Johnson have considered the body as the basis of aesthetics, I propose that somaesthetics of discomfort provides a means of enhancing bodily awareness and reflection useful for domains of inquiry, such as healthcare and design. Taking Peirce’s notion of the irritation of doubt in a literal sense, I explore (...) bodily discomfort as the inception of inquiry. I consider work done by phenomenologists concerning experiences of comfort and discomfort, which includes definitions of each. My argument follows the perspective put forth by Peirce, Dewey, and contemporary pragmatists that experience is qualitative and that feeling is at the root of reflection. I explain how discomfort may be considered a type of aesthetic experience and provide examples of bodily discomfort as somaesthetic. In closing, I consider somaesthetic focus on discomfort as fostering moral imagination and empathy. (shrink)

Moral sensitivity and moral reasoning are essential competencies biomedical researchers have to develop to make ethical decisions in their daily practices. Previous research has shown that these competencies can be developed through ethics education. However, it is unclear which underlying mechanisms best support the development of these competencies. In this article we argue that the development of moral sensitivity and moral reasoning can be fostered through teaching strategies that tap into students’ moral imagination. We describe how moral imagination can stimulate (...) the development of these competencies through three different merits of moral imagination. Moral imagination can help students to 1) transfer and apply abstract moral concepts to concrete situations and contexts, 2) explore the perspective of others, 3) explore and foresee the moral consequences of different decisions and actions. We explain these three merits of moral imagination in the context of biomedical research and present a theoretical model for how these merits can be used to stimulate the development of moral sensitivity and moral reasoning. Furthermore, we describe multiple teaching strategies for biomedical curricula that tap into the three merits of moral imagination. These teaching strategies can inspire teachers to design ethics education that activates students’ moral imagination for the development of moral sensitivity and moral reasoning. (shrink)