Eye contact, a subtle, pedagogical encounter in our classrooms easily slips teachers’ attention because of its transient nature. Teachers see their students almost every day. Yet, what does a moment of eye contact mean experientially to our students? By asking the question, ‘what is the student’s experience of making eye contact with their teacher,’ this paper represents a phenomenological study that captures this phenomenon and delves into its pedagogical meanings. Through lived experience description and phenomenological reflection, this research shows pedagogical (...) eye contact, a usually taken-for-granted dimension, mediates our pedagogical relation and calls for teacher’s thoughtfulness. (shrink)

Autism spectrum disorder (ASD) is a neuro-developmental condition, which requires a multi-disciplinary matrix of treatments, including functional, educational, and emotional interventions. The latter mode of treatment entails particular difficulties, inasmuch as the core deficits of this condition seem to challenge the very premises of traditional psychotherapy. Reciprocity, verbal, and symbolic expression and inter-subjective dynamics are often difficult to attain with clients diagnosed with ASD, and emotional treatment thus often turns out to be a frustrating process, which may well elicit questions (...) as to the efficacy of psychotherapeutic emotional interventions. These core challenges, described in the literature, become particularly acute in view of the increasing number of clients diagnosed on the autistic spectrum in recent years, and the growing need for qualified therapists who have trained for working specifically with this condition. It seems, therefore, that it is high time for systematic research into the lived experience of therapists working with these clients in order to attain a better clinical and theoretical understanding of the condition itself and broaden the range of effective interventions. This study, informed by a phenomenological-hermeneutic approach which guided both the collection of data and its subsequent analysis, aims to address these issues by exploring the particular challenges faced by therapists in this field, the questions that come up in the process, modes of personal and professional coping, and the insights elicited by the therapeutic encounter. The research consisted of in-depth interviews with 28 practicing therapists from a broad range of clinical orientations, including dance/movement, arts, music, and drama therapists, clinical psychologists, and clinical social workers. The essential themes that emerged from the participants’ responses and the analysis of the findings lend support to theoretical and developmental approaches, which focus on the primacy and the foundational role of the concrete body in inter-subjective relationships and in the therapeutic process, and indicate the potential efficacy of somatic and kinetic interventions. The clinical implications of this study are thus highly relevant to the training and support of therapists working with ASD, who should be encouraged to develop greater receptivity to non-verbal modes of interaction in the therapeutic process. (shrink)

In this article we focus on note taking as a practice that is fundamental to (higher) education. We argue that note-taking should not primarily be regarded as a method that supports effective learning, but as formative of the student herself (making her attentive and granting possibilities for self-transformation). Hence it is a practice that has educational meaning in and of itself. It is a pedagogical form in its own right. We go on arguing that the practice of lecturing can itself (...) be seen as a form of note taking and that both phenomena are not only closely related, but also that note making and lecturing consist of reciprocal operations. Studying on the basis of one’s notes comes down to the reverse operation the teacher had to perform when preparing her lessons. Moreover, thanks to making notes during a class students have a deeply embodied sense of what it means to generate and to construct new arguments and ideas. (shrink)

In this article we focus on note taking as a practice that is fundamental to education. We argue that note-taking should not primarily be regarded as a method that supports effective learning, but as formative of the student herself. Hence it is a practice that has educational meaning in and of itself. It is a pedagogical form in its own right. We go on arguing that the practice of lecturing can itself be seen as a form of note taking and (...) that both phenomena are not only closely related, but also that note making and lecturing consist of reciprocal operations. Studying on the basis of one’s notes comes down to the reverse operation the teacher had to perform when preparing her lessons. Moreover, thanks to making notes during a class students have a deeply embodied sense of what it means to generate and to construct new arguments and ideas. (shrink)

Hospitalization significantly impacts the lives of older people, both physically and psychosocially. There is lack of observation studies that may provide an embodied understanding of older patients’ experiences in its context. The aim of this single case study was to reach a deeper understanding of one older patient’s lived experiences of hospitalization. The study followed a phenomenological embodied enquiry design and the qualitative observation method of shadowing was used. In April 2011, one older patient was shadowed for 7 days, 5–7 (...) h per day. To facilitate understanding in the reader the experiences are first presented in a story and subsequently analyzed by means of the lifeworld framework. The findings show that hospitalization is experienced as ambiguous safety, disconnected time, the feeling of being partially involved, and the struggle to re-attune to the body. (shrink)

Proceeding from a phenomenological perspective, this study investigates how physiotherapists’ experience-based knowledge acquires significance in their encounters with patients diagnosed as obese. Presenting the thematic accounts of three physiotherapists, this paper illuminates how they make use of experiences from both their own life as well as experiences from learning and doing physiotherapy. This multifaceted experience-based knowledge is significant for making individual adjustments in a group-based programme. In line with these findings, the authors question whether the therapeutic method itself can be (...) given such a prime position in defining best evidence in evidence-based practice. In concluding, they call for a re-consideration of the term evidence. More precisely, it is argued that what will be “effective” therapy for a person diagnosed as obese cannot be reduced to external evidence. (shrink)

ABSTRACT The aim of this article is to bring philosophical thinking closer to practice-based empirical work. Using Martin Heidegger’s philosophy, it offers a bridge between these two worlds, attempting to provide philosophical depth to the findings of a hermeneutic phenomenological study. This process unfolded through the appearance of three intertwined, potential, meaningful modes of being in the lifeworld: space as a condition for being and being for worlding the world; temporal and spatial self-being, the existence of multiple selves in time (...) and space; and suffering and thriving as modes of being. The article extends the dialogue and concludes with key reflections and insight for research practice. (shrink)

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)

ABSTRACT This article explores the complexity of classroom interaction between teachers and unaccompanied teenagers seeking asylum in Norway. These teenagers find themselves within legal and political ‘grey areas’ where educational goals specific to their extreme situations are unavailable to them, and they end up being either forgotten in the system or closely monitored for possible failure. Their teachers encounter these teenagers in their realities; new to a culture, new language, new ways of being and doing, in addition to past traumatic (...) experiences and overt monitoring by authorities. These unaccompanied teenagers have varied school experiences, lacking in many ways the cultural and educational knowledge in addition to language competencies needed to be in a high school. We explore what it might mean to teach in such circumstances where unresolvable dilemmas exist within a political school system that is ambivalent towards them and seems to be setting them on an exclusion trajectory within schools. Based on interviews with teachers and observations in two high schools on the west coast of Norway, we describe and interpret anecdotal narrative examples in the light of the continental phenomenology of practice methodology. We explore the existential educational possibilities that lie in moments when teaching appears to have failed, teachers seem not to know what to do, what kind of responsibility to take, or what kind of repercussions their actions might have on their students. The article argues that when education is controlled to the degree of possible outcomes, it thwarts meaningful encounters that would have been possible between the teachers and their young students. (shrink)

Educational practice is concerned in profound ways with what is pedagogically good and right for children, and as parents and teachers we intend to help each child to cultivate his or her personal and educational potential in a human fashion. In the spirit of ancient Aristotle and Plato, Continental pedagogues and philosophers have for centuries explored the meaning of pedagogical practice/praxis and of the pedagogical good, the quality of both being regarded not as a means to an educational end, but (...) as the end itself. But what, indeed, is the pedagogical good, and what is the significance of the pedagogical good for students? Somehow we know the good, and yet we know it not. We recognize the good experientially, but the real meaning of what we intuit eludes our grasp. So how do we explore this elusive pedagogical quality – and is it possible to explore it? Based on phenomenological interviews with both young students and adults recalling episodes from school, as well as artistic narratives, this paper aims to illuminate experiential aspects of the pedagogical good and to reflect on the significance of the good in terms of pedagogical relational practice. It is suggested that the pedagogical good is not a quality that we as teachers can possess, or do, or practise, but rather a relational force beyond our pedagogical practice that opens up the world to children and preconditions the pedagogical relation. (shrink)

The idea of mentorship has become rather fashionable in academia today. Indeed mentorship is claimed, promoted and even mandated as something we can expect to experience as graduate students. Yet what is it really like to experience it? Drawing on concrete descriptions and phenomenological reflection I attend to graduate students’ actual experiences of mentorship to uncover aspects of the mentee experience for what it is rather than how it is claimed to be. Graduate students’ experiences reveal ways that mentoring moments (...) variously escape us as somehow deficient or in excess of what we expect them to be. From a vantage that attends specifically to the mentee experience, points of reflection are offered for reimagining what the mentorship experience could become. (shrink)

In this paper I highlight the significance of Maurice Merleau-Ponty’s contribution to the study of teacher learning. I particularly draw on his notion of embodiment to show that professional knowledge is embodied knowledge and that teachers make sense of their professional world through their embodied action. I contrast my interpretation with a professional learning model that has been influential in Canada, the US, the UK, Australia and other countries. I suggest that policy makers interested in education reform initiatives would benefit (...) from interrogating the nature of professional practices in education. (shrink)

Exploring teaching as an upper secondary school teacher through lived experience offers pedagogical insights that have been challenged over a period of 25 years, when neoliberal educational policies gradually transformed the conditions for teaching in Swedish schools. The article is grounded in the assumption that the teaching profession is complex and there are multiple tacit dimensions inherent in being and becoming a teacher. Several of these dimensions are captured by the notion of pedagogical tact and have to be learned through (...) practice. However, over the past few decades, the implementation of neoliberal policies in the Swedish education sector have changed the conditions for teaching, and created an area of tension between the teacher’s pedagogical alignment and the educational practices influenced by neoliberal values. The aim of the study is to describe how the author experienced these tensions, and what they meant for her becoming and being a teacher in three different pedagogical sites: a higher education preparatory program, a vocational preparatory program, and in adult education. The description is grounded in the lifeworld phenomenological approach and carried out through personal narrative. (shrink)

Every day we make choices, but our degree of investment in them differs, both in terms of pre-verbal experience and verbal justification. In an earlier experimental study, participants were asked to pick the more attractive one among two human faces, and among two abstract figures, and later to provide verbal motivations for these choices. They did not know that in some of the cases their choices were manipulated. Against claims about our unreliability as conscious agents, the study found that in (...) about half the cases the manipulations were detected. In the present study, we investigated whether varying degrees of choice investment could be an explanatory factor for such findings. We analysed the verbal justifications of the participants along a set of semantic categories, based on theoretical ideas from phenomenology and cognitive linguistics, and formulated a matrix of eleven markers of choice investment. We predicted a greater degree of investment when motivating choices of faces than figures, manipulated than actual choices, and detected than non-detected manipulations. These predictions were confirmed, but with various strength. This allows us to argue for both consilience and differences between pre-verbal choice investment and the corresponding verbal motivations of the choices made, and thus for conscious awareness of choice making. (shrink)

Using the film the Wizard of Oz, an illustrative comparison is made between the Scarecrow's learning experiences and our own. Like we often do, the Scarecrow reduces his potential learning and thinking abilities to nothing more than the formal operations presumably at work in the brain. Ostensibly lacking this brain, the Scarecrow solves nearly all the problems encountered in the journey to Oz. A neurophenomenological description of the Scarecrow's experiences reveals his prereflective, situated learning, and embodied cognition. These ways of (...) learning are often ignored and devalued in our educational system. Can this same method reveal our own subjugated knowledges? Herein, neurophenomenology is demonstrated as a critical pedagogy that critiques and liberates subjugated knowledge and supports a richer assessment of human learning and thinking. (shrink)

The purpose of this article is to develop a critical and extended understanding of creative practices in organisation from a phenomenological point of view. To develop such an understanding of practice, this paper will first outline a phenomenological understanding of creative practice, understood particularly with Merleau-Ponty as an embodied and situated nexus of action. Subsequently, the paper will show the contribution of pragmatism to an interpretation of practice as an experience-based reality and will describe the significance of habits. After briefly (...) comparing common characteristics of both pro-experiential philosophies, some perspectives on a creative "inter-practice" and an inclusive "pheno-pragma-practice" will be explored. Furthermore, improvisation is discussed as a form and medium for the actual realisation of an embodied, situational inter-practice. Finally, some practical, political, theoretical and methodological implications and perspectives on creative pheno-pragmatic practices in organisation will be outlined. (shrink)

The aim of what follows is to explore how to raise the question of Being by way of Heidegger’s phenomenological ontology. Phenomenological ontology is a way of approaching and conducting philosophy exemplified in the work of German philosopher Martin Heidegger’s, and specifically in his magnum opus Being and Time. In preparation to raise the question of Being a more nuanced understanding of Heidegger’s phenomenological analyses on truth and language are summarized. Following, the manner in which Being is referenced is analyzed (...) before considering the way of Heidegger’s phenomenological ontology. In conclusion, existing attempts and continuing efforts into the question of Being in education through phenomenological ontology are shared. At a time when decontextualized and reductive ways of knowing and being are becoming the norm within education, phenomenological ontology offers new possibilities for scholarship and practice. The present inquiry does not offer solutions in the traditional sense but rather traces a path that opens and keeps in tension the question of Being in education in order to support further study. (shrink)

This paper presents a phenomenology of affect and discusses its relevance for organizational life-worlds. With Merleau-Ponty, affects are interpreted as bodily and embodied inter-relational phenomena, which have specific pathic, ecstatic and emotional qualities. Relationally, they will be situated as “inter-affection” that are part of the inter-corporeality of the “Flesh” of wild be(com)ing. Affect and inter-affectivity are then related to organizational life-worlds, through a critical exploration of different phenomena and effects generated by positive, negative and ambiguous dimensions. Finally, the potentials of (...) affects and affection as part of the nexus of an embodied responsive responsibility and sustainability are discussed and critical perspectives on affective becoming outlined. (shrink)

The present article discusses shared epistemological characteristics of two distinct areas of research: the field of first-person inquiry and the field of quantum mechanics. We outline certain philosophical challenges that arise in each of the two lines of inquiry, and point towards the central similarity of their observational situation: the impossibility of disregarding the interrelatedness of the observed phenomena with the act of observation. We argue that this observational feature delineates a specific category of research that we call the non-trivial (...) domain. Unlike the trivial domain, non-trivial research cannot assume the view from nowhere on which the observed phenomena could be regarded as existing independently of the process of observation. Presenting first-person inquiry and quantum mechanics as two of its examples, we show that non-trivial research violates several fundamental observational presuppositions of the trivial domain, exemplified in the principles of classical physics. Drawing on Niels Bohr’s philosophy of quantum mechanics and the constructivist notion of enaction, we stress the constructive, participatory, and irreversible nature of observation in the non-trivial domain. We discuss the possibility of developing a non-representationalist epistemology of the non-trivial, and consider the implications of our discussion for research in the non-trivial domain, as well as for the general understanding of the scientific inquiry. (shrink)

This paper charts the journey that led to the author's discovery of phenomenology as a potential research methodology in the field of science education, and describes the impact on his own thinking and approach of his encounters with the work of Husserl and Heidegger, Merleau-Ponty and Van Manen. Drawing on this theoretical framework, the author argues that, as a methodology for investigating scientific thinking in relation to life experience, learning and curriculum design, phenomenology not only provides a means of accessing (...) subjective knowing and pure perception, but is sufficiently rigorous and systematic to represent the lifeworld experiences of research participants with a high degree of accuracy. In the process, he highlights the uniqueness and value of phenomenology in relation to quantitative and other qualitative research methods. The aim of this paper is to inspire insight into the value in science education research of using a methodology that fosters a deeper understanding of both teachers’ and learners’ lived experience of the scientific world. The challenge to science specialists, whether educators or researchers, would be to shift their default mode of understanding from the object pole to the ego pole, from the physical object to the human subject, from the observable and measurable to the lived as the true source of human knowledge. (shrink)

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 (...) critical arguments against objectivist interpretations of the body; particularly, his analyses demonstrate that norms of optimal corporeal functioning are highly individual and variable in time and thus do not directly depend on generic physiological structures. In practice, objectively measurable physical deviations rarely correspond to specific subjective difficulties and, similarly, patients’ reflective insights into their own motor deficiencies do not necessarily produce meaningful motor improvements. Physiotherapeutical procedures can be understood neither as mechanical manipulations of patients’ machine-like bodies by experts nor as a process of such manipulation by way of instructing patients’ explicit conscious awareness. Rather, physiotherapeutical practice and theory can benefit from the philosophical interpretation of motor disorders as modifications of bodily intentionality. Consequently, motor performances addressed in physiotherapy are interpreted as relational features of a living organism coupled with its environment, and motor disorders are approached as failures to optimally manage the motor requirements of a given situation owing to a relative loss of the capacity to structure one’s relation with their environment through motor action. Building on this, we argue that the process of physiotherapy is most effective when understood as a bodily interaction to guide patients towards discovering better ways of grasping a situation as meaningful through bodily postures and movements. (shrink)

Husserl claimed that reduction is the true starting point of phenomenological research, but to figure out how this deed should actually be accomplished has turned out to be a very challenging task. In this study, I explicate how Husserl accomplished reduction during his series of lectures entitled The Idea of Phenomenology. He does not state it explicitly, but what actually happened on the last day of the lectures can be seen as consistent with his descriptions of reduction as an act. (...) Understood in this way, reduction is the model of how to do philosophy. The result of Husserl’s reduction is the correlation between appearance and “that which appears” or, to use Husserl’s later terminology, between noēsis and noēma. When this correlation is understood as an outcome of reduction and not as a result of an analysis, we, as readers of Husserl, will be in a better position to avoid natural attitude in our interpretations. (shrink)

The phenomenological attitude is essential for practising phenomenology. Many refer to wonder and wonderment as basic attitudes and ways of being present with and listening to phenomena. In this article a critical view is placed on the typically psychologically-loaded language and tonality that is used by phenomenological researchers in the human sciences in order to describe the wonder and openness they try to be a part of when doing phenomenology. With reference to the difference between Heidegger’s and Gadamer’s views on (...) Socratic dialectics the author points to an ontological dimension in the phenomenology of wonder that cannot be reached by taking only an emotional-bodily-oriented approach (the psychological approach) or an aesthetical-intuitiveoriented approach (the late Heidegger poeticised philosophizing). Instead this dimension must be reached through a Socratic questioning and Community of Wonder. Indo-Pacific Journal of Phenomenology , Volume 12, Special Edition July 2012. (shrink)

Neoliberal assaults upon public education have been grounded upon the supposition that schools are failing to prepare students to respond to local and global economic needs and realities. The result has left the relational between pupils and teachers as a taken-for-granted practice. Lived experiences often can show and capture the unexpressed in taken for granted moments. This discussion presents teaching as relational moments, shared between beginning teachers and pupils. We employ a phenomenological sensitivity as we unravel the anecdotal evidence to (...) bring into language a “lived through” dimension of human relations. As teacher educators, we ask: what is experienced when relationality is the focus for beginning teachers? The importance of this question is due to the prevalence of neoliberal forces that now guide, and to large extent, control what it means to teach in schools across Canada. In an effort to understand this emerging view of teaching, we explore what four preservice teachers from Nova Scotia experienced in becoming teachers, as they completed their final Field Experience in Bergen, Norway. We share these anecdotal representations to help teachers see how the relational informs identity in becoming a teacher and allows teacher educators to deconstruct the “taken-for-granted-ness” of teaching stuck in the rational-technical model. (shrink)

Phenomenological researchers generally agree that our central concern is to return to embodied, experiential meanings aiming for a fresh, complex, rich description of a phenomenon as it is concretely lived. Yet debates abound when it comes to deciding how best to carry out this phenomenological research in practice. Confusion about how to conduct appropriate phenomenological research makes our field difficult for novices to access. Six particular questions are contested: How tightly or loosely should we define what counts as "phenomenology" Should (...) we always aim to produce a general description of the phenomenon, or is idiographic analysis a legitimate aim? To what extent should interpretation be involved in our descriptions? Should we set aside or bring to the foreground researcher subjectivity? Should phenomenology be more science than art? Is phenomenology a modernist or postmodernist project, or neither? In this paper, I examine each of these areas of contention in the spirit of fostering dialogue, and promoting openness and clarity in phenomenological inquiry. (shrink)

Children naturally play with things in both expected and unexpected ways. A stick, a spoon, or a chain of pearls may each seem to contain a goldmine of possibilities for the individual child. Every child encounters an object according to their own predilections and abilities. Some children, due to severe and multiple disabilities, are restricted in their possibilities to approach certain things. In this paper, we explore the existential meaning of “queer things” as a way to understand how two children (...) with disabilities reach out to objects in an educational space, where they relate to themselves, to things, as well as to others. (shrink)

Phenomenology of practice is a useful, rigorous way of deeply understanding human phenomena. Therefore, it allows research to be conducted into nursing's most sensitive and decisive aspects. While it is a widely used research approach and methodology in nursing, it is seldom addressed and made use of in its practical and applied value. This article aimed to approach the global outlook of van Manen's hermeneutic‐phenomenological method to better understand its theoretical background and to address and support the contribution this method (...) can make to nursing, if rigorously applied. For a professional discipline like nursing, van Manen's approach is especially interesting because, in addition to contributing to the body of knowledge of nursing, it provides a special kind of knowledge that allows nurses to act in a more reflective manner, and with tact and skill, in certain situations and relationships that arise in their daily practice. A more in‐depth understanding of this research methodology may help nurse‐researchers make good use of it and also harness knowledge derived from this type of research. This comes as a result of assuming that phenomenological texts, the final product of the research, have tremendous educational potential for people who read them carefully. (shrink)

Trust is a key term in social sciences and organizational research. Trust as well is a term that originates from and speaks to our human relational experience. The first part of the paper explores trust as it is interpreted within contemporary sociology and organizational research, and systematically questions five basic assumptions underlying the interpretation of trust in organizational research. The last part of the paper reviews selected phenomenological methodological studies of trust in work life situations, in a quest for how (...) experiential trust can emerge and be studied in professional organizations. We suggest looking for the “in-betweens” or spaces of possibilities within organizational structures, roles and tasks for emerging, experiential trust. (shrink)

ABSTRACT This article is written in the field of the philosophy of science. The aim is to express how painting and drawing can be used as part of a phenomenological research method. The painter or drawer is a visual researcher in the process of capturing a holistic and truthful experience of a cultural phenomenon. We will highlight the visual researcher process and how the experience of truth is known throughout this process. The paining and sketches, which we present in this (...) article, are part of a book, together with written narratives and pedagogical theory – on teaching as a phenomenon – called Lærerpraksis og Pedagogisk teori. The paintings and drawings present teaching in a way that complements and expands the written text. The sketches and painting of teaching attempt to establish the truth as unconcealment of a phenomenon. Our argumentation is based on the theories of Gadamer, Cassirer, Panofsky and Heidegger. Gadamer connects humanistic research with artistry and the experience of truth. Cassirer argues that the perception of a cultural phenomenon begins as a holistic understanding to bring forth the symbolic form or essence of the phenomenon. Panofsky transfers the theory of Cassirer into the field of painting. The concept of synthetic intuition is the intrinsic knowing of a painting, which corresponds to Cassirer’s concept of symbolic forms. Heidegger’s theory explores how art unfolds and preserves the truth. We will argue that the connection between art and truth could bring forth important perspectives on phenomenological science and turn the research activity closer to an artistic form. (shrink)

Fitness and recreation centres populate today’s modern urban communities and cater to a wide range of people seeking health, fitness and social connection through physical activity. While women’s experiences in these spaces have received some scholarly attention from feminist scholars and scholars of the body, little research has explored women’s lived experiences of the change room. In this paper, I argue that everyday spaces such as change rooms and locker rooms are important spaces in which social understandings of the female (...) body manifest. In such spaces, the materiality of the body and the social meanings ascribed to the female body are illuminated and negotiated by those who inhabit and move through them. Using Sartre and Merleau-Ponty as theoretical guides, I discuss how it is for women to see and be seen in a public change room, and how these spaces illuminate the complex relationship women have with their bodies in contemporary society. (shrink)

In this article a group of professionals working in education and health care explore professional practices and interactions from a phenomenological perspective, drawing on Max van Manen’s conceptualization of the phenomenology of practice and his knowledge interest in understanding and furthering sensitive, caring professional practice. Posing the question what is the meaning of interaction in encounters within education and health care, we look at practice experiences drawn from close observations and interviews during research concerning special needs education, physiotherapy and weight (...) loss programs. Three anecdotes are offered as a way to ‘show,’ rather than interpret, the processes involved. Each anecdote is followed by reflections in which we draw on van Manen’s notion of pathic knowledge and Nancy’s ideas about co-existence to develop phenomenological insights about temporal, embodied and relational qualities of the phenomenon of interaction in professional practice. Such interaction seems to involve continuous negotiation. It emerges as a process of exchange, a movement back and forth between supporting and letting oneself be supported; between confronting and being confronted; between pushing and being pushed. Moments of active engagement give way to periods of waiting for the other to act. The experience is one of continuous back and forth movement in the relational space in-between. (shrink)

Argentine tango tends to be associated with highly gendered images of women and men locked in contorted embraces. These images constitute a tango imaginary that is removed from the lived experience of the dance. Remaining close to the experiential core of tango, this paper provides a Heideggerian-inspired phenomenological account that re-imagines tango as a mode of being-in-the-world. By situating us in direct and constant relationship with an attentive partner and furnishing a complex grammar of constraints, tango generates a frame for (...) creating and sustaining worldhood. By examining the how of dance, the kind of experience it offers up, we approach the dynamic emergence of Being. In what follows, I draw on my years of dancing tango to elaborate an understanding of the experiential dimensions of the dance, and how these relate to the development of shared focal practices that disclose insights associated with embodied being-in-the-world. (shrink)

This paper explores the experience of pedagogical hope from educators’ viewpoints. Starting from a multidisciplinary study, it has been developed through the collection and analysis of descriptions of experiences lived by educators, which have revealed some essential points: realism, sense of wonder, patience, and openness, among others. The discovery of the powerful and fundamental influence of hope in the lives of teachers exercising their role, assistants, school counselors, as well as in the lives of the children and youth whom they (...) have been entrusted, leads us to preserve and attest to it. (shrink)

Educational research has explored the potentials and problems inherent in student anonymity and pseudonymity in virtual learning environments. But few studies have attended to onymity, that is, the use of ones own and others given names in online courses. In part, this lack of attention is due to the taken-for-granted nature of using our names in everyday, “face-to-face” classrooms as well as in online learning situations. This research explores the experiential significance of student names in online classrooms. Specifically, the paper (...) reports on one relational thematic that surfaced in a phenomenological study investigating experiences of teaching and learning online. (shrink)

Fernando Floresin ja Terry Winogradin Understanding Computers and Cognition poikkeaa perinteisistä ohjelmoinnin lähtökohtien pohdinnoista. Teoksessa asetetaan syrjään lähtökohta, jota tekijät kutsuvat rationalistiseksi perinteeksi, ja syvennytään sen sijaan fenomenologiaan. Keskeinen tekijä tässä siirtymässä on representaationhypoteesin hylkääminen. Kirjoittajat nojaavat lähinnä Martin Heideggerin, Hans-Georg Gadamerin ja Humberto Maturanan tuotantoon, mutta tässä artikkelissa lähden liikkeelle Edmund Husserlin fenomenologisesta reduktiosta. Tulkitsen Floresin suorittaneen reduktion hänen päätyessään hylkäämään representaatiot.

Background: Research indicates that shunning and ostracism may have long-lasting and severe effects on the individual’s well-being. However, there is scarcity of research into shunning enacted in a religious context. Therefore, using Jehovah’s Witnesses as an example, the present research explores the experiences of being shunned from a religious community, with particular reference to the impact on the lives of individuals, and the strategies employed to cope with such an event. Methodology: Social Identity Theory and Identity Process Theory, integrated with (...) the constructs of power and the Social Dominance Theory, provide the theoretical framework which underpins the current thesis. The narratives of two groups of participants, those of members who have been shunned as well as PIMO and former Elders, form the research data. The data are analysed using Reflexive Thematic Analysis. Results: The thesis has generated three main findings. First, the participants’ journey is a complex experience, where intrinsic and extrinsic forces combine in influencing the individual’s behaviour and decisions. Second, shunning may produce constructive outcomes, but by-and-large, shunning is an experience of loss which has serious impacts on the individual’s physical and emotional well-being. Third, the individual after being shunned embarks on a journey towards personal emancipation which culminates with a cognitive revolution. However, the process towards regaining ownership and autonomy is not defined by fixed stages of coping. Rather, it appears to be a continuum with the individual advancing from personal stagnation to personal progression over time. Implications: By developing an awareness of the underlying factors which may facilitate or hinder personal progression, this research may assist healthcare professionals in providing a more effective support that aims at helping the shunned client to progress towards autonomy and self-reliance. Also, the contribution of this research leads to new lines of inquiry. Future work would focus on the need of informing and engaging the police force, legislators, educational stakeholders, and policy makers. This is firstly, to properly address reports of discrimination because of religious shunning, secondly, to enhance child safety in ensuring their best interests are met, and lastly, to guarantee the individual’s basic rights during the judicial process. (shrink)

This study, the third in a series of three, draws on a broader Norwegian research project exploring the phenomenon of support for young persons with mental health issues. The aim was to explore and explicate the sense of “nourishing communion”, as a somewhat neglected aspect of support. Fourteen Norwegian young adults, aged 18-25, were interviewed about their experiences of support. Data was analyzed using van Manen’s hermeneutic-phenomenological approach to open up possible meanings of how nourishing communion is concretely lived. Analysis (...) was supplemented by in-depth reflexive dialogues between the first and second author, which fostered a nourishing communion akin to the processes and dimensions of our phenomenon of interest. Findings highlight five intertwined existential themes: a) trusting the other to hold vulnerability safely; b) flourishing in mutual participation; c) acceptance in a felt togetherness; d) feeling found and received; and e) feeling an attuned resonance. The notion of “nourishing communion” as a significant but neglected element of support challenges current practice, suggesting the need for a different approach to collaboration with young persons and their networks. From the perspectives both of individual professional engagement and of policy making, there is a need for further exploration of how young persons might be supported to create and maintain a broader range of nourishing relationships. (shrink)

Through the vehicle of Nicolas Sarkozy’s so-called “Dakar Address” we will analyse the West’s persisting lack of insight into the need for a Western decolonization. We will try to identify the dangers that come from this refusal, such as the abidance in colonial patterns, the enduring self-understanding as superior com-pared to Africa, and the persisting unwillingness to accept the colonial guilt. Decolonization has to be understood as a two-fold business. Decolonization is over-coming endured and perpetrated violence. It is not only (...) important that the colonial oppressed regain strength, it is equally important that the perpetrator of colonial violence understand their excess of violence and work on effecting its return impossible. We explain how Western thinking remains dangerous and untrustwor-thy if it refuses its own decolonization. Finally, we will draw attention to a fundamental pattern of Western thought that clashes with the fundamental values of the West: contempt. In a final step we suggest how this contempt can be overcome through desuperiorisation and the establishment of elative ethics. (shrink)