This paper explores foreign travel as an affective experience, embodied practice and form of learning. Drawing on ethnographic fieldwork on tourism and pilgrimage in the Himalayan region, the phenomenological notions of “home world” and “alien world” are employed to discuss how perceptions of strangeness and everyday practices are shaped by enculturation and socialisation processes. It is shown that travellers bring the habitus and doxa acquired in the home world to foreign situations, where these embodied knowledge schemes and abilities for skilful (...) coping can break down. In a home world, cultural patterns offer actors “trustworthy recipes for interpreting the social world” (Schütz, 1944, pp. 501–502) that allow everyday experience to go largely unnoticed and unquestioned. In alien worlds, however, travellers – as strangers – encounter differences and disturbances that disrupt experience and cause things normally overlooked to become “lit up”. Using Husserlian and Heideggerian notions of “light breaks” and Dewey's theory of challenge, the author argues that foreign travel generates a form of embodied learning. This occurs first on the level of the pre-reflexive body that is affected and solicited by the new and unfamiliar demands of an alien world. Ultimately, through continuous adjustment of habits and practices in foreign environments, an embodied cosmopolitanism is generated via accumulated travel experience. This calls attention to the role of the lived body in travel experience, as well as the role of place and environment in shaping human practices, perceptions and modes of dwelling. (shrink)

The article deals with phenomenology in Lithuania. The main thesis of the article is this: phenomenology is a living tradition in need of both development and interpretation. The minor thesis follows from the main one: the Western phenomenological tradition and Lithuanian philosophy interact and develop in tandem with one another. According to the authors, the contact between poetics and philosophy is the dominant form of phenomenology in Lithuania. The phenomenological tradition is treated as creative and living philosophical thought.

Phenomenology has remained a sheltering place for those who would seek to understand not only their own “first person” experiences but also the first person experiences of others. Recent publications by renowned scholars within the field have clarified and extended our possibilities of access to “first person” experience by means of perception (Lingis, 2007) and reflection (Zahavi, 2005). Teaching phenomenology remains a challenge, however, because one must find ways of communicating to the student how to embody it as a process (...) rather than simply to learn about it as a content area. Another challenge issues from the fact that most writings on applied phenomenology emphasize individual subjectivity as the central focus, while offering only indirect access to the subjectivity of others (for example, by way of analyzing written descriptions provided by the individual under study). While one finds in the literature of psychotherapy plentiful elucidations of the “we-experience” within which therapists form impressions of their clients’ experience, there is still need for a more thoughtful clarification of our rather special personal modes of access to the experience of others in everyday life. This paper will present “second person perspectivity” as a mode of resonating with the expressions of others and will describe class activities that can bring students closer to a lived understanding of what it means to be doing phenomenology in the face of the other. (shrink)

This article examines methodological and ethical issues of ethnographic research through the lens of Emmanuel Levinas's philosophy. Levinas is relevant to a critical analysis of ethnographic methods because his philosophy turns on the problematic relationship between self and other, among other important problems that define and guide contemporary anthropological research, including questions of responsibility, justice, and solidarity. This article utilizes Levinas's philosophy to outline a phenomenology of the “doing” of fieldwork, emphasizing the contingency of face-to-face encounters over controlled research design. (...) This account provides a basis for going beyond the polarized opposition between objective and subjective ethnographic approaches. Levinas allows for an ethically informed ethnography premised upon an acknowledgement of risk and uncertainity over researcher control or reflexivity. Providing a handful of concrete examples, the article argues that critical self-reflection about the fundamental face-to-face dimension of fieldwork is central to ethnography's ethical possibilities. (shrink)

This paper is based on the eco-pedagogical aspiration to live with domesticated animals in accordance with Alphonso Lingis's Community of those who have nothing in common. I draw upon this remarkable text as well as Lingis's animal writings in describing moments and movements of pathic community. Such a community in affective affiliation with one another, where symbiotic relations are possible and bodily kinships are exercised, exemplifies what is possible in more rational human communities where domesticating impulses seek to harness the (...) vital powers of coconstitutive life. Of telling significance are predatory threats, the manner in which they appear, and the protectionist responses they occasion. By recasting these threats and responses in terms of motional affordances, it may well be possible to move with non-human creatures, both literally and figuratively, beyond the anthropocentric confines of domestication. Animals with whom we appear to have nothing specifically, or in species terms, in common can show us how to cultivate more pathic communities of our own kind. (shrink)

The art of riding imagines the human-horse relation in the image of the centaur. In synchronous motions, riding is a dance of sorts, contact of bodies in the skin of the moment. Yet always there is the possibility of fussing, flailing, falling and failing in moments of resistance, evasion and contrariness. Through phenomenological reflection on such moments, riding can be understood not simply in terms of its difficulties of centaurian mastery, but in terms of the postural, positional, gestural, expressive nuances (...) of interspecies communication. It is on the off beats, and within the syncopations and momentary stresses of riding, that resistance can be addressed through quiet insistence, evasions overcome through persuasion, and contrariness can be felt otherwise. Through contemplation of such moments, we find the reminders of a sensual and essential intercorporeality and the configuration of an agogic practice. (shrink)

ABSTRACTIn this paper we explore the possibility of rethinking the concept of emotional intelligence within the context of education. By developing a pedagogical dialogue with Michel Henry’s phenomenology of incarnation, we try to move beyond existing models of emotional intelligence by shifting the emphasis from the intellectual significance of emotion to a more original incarnate affectivity within intelligence, understood as lived sense-making. We claim that this ontological and ontogenetic perspective on emotion puts it at the heart of education. Yet only (...) because it evokes an understanding of education which is expressly non-functionalist: a disruptive, even dreadful event that marks the threshold and tension between what Henry terms Life and World. More than simply learning us to manage our emotions or recognize the value of experiences, emotional intelligence is about the very making of World out of Life, a Life that is at once radically subjective and communal. (shrink)

Feminist analyses have made important contributions to the sociocultural experiences of pregnancy, birth and breastfeeding. This article draws upon recent theorizing within science studies to focus on the mattering of these processes. Specifically, the article expands upon Mauss's notion of the ‘gift’, which Diprose develops through the idea of ‘corporeal generosity’. I am interested in corporeal generosity insofar as it circumvents descriptions of relationships in terms of a closed economy in which resources are exchanged without excess or remainder. Corporeal generosity (...) refers to the often missed but nevertheless inescapable debt that a body owes to other bodies. At the same time, this embodied ‘gifting’ is both unpredictable and intrusive – there is as much possibility of threatening the integrity of bodies as there is of opening new possibilities. (shrink)