Moving As A Phenomenon Between Posing And Dancing. Exploring Its Relevance For The Nature Of Learning At School
Author(s):
Evelyn Eckart (presenting / submitting)
Conference:
ECER 2013
Network:
21. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Format:
Poster

Session Information

ERG SES C 13, Poster Session

Poster Session

Time:
2013-09-09
11:00-12:30
Room:
A-206
Chair:
Gulay Dalgic

Contribution

Following a phenomenological-pedagogical understanding of learning (Meyer-Drawe) and the research design of the “Innsbruck Vignette Research“ (Schratz, 2009; Schratz et al., 2011a; 20011b; 2012) this project perceives „moving“ as a phenomenon between posing and dancing based on an understanding of learning as experience. The research project ‘Personal Learning and Development in Diverse Classroom Communities“ (Personale Bildungsprozesse in heterogenen Gruppen) is based on data, carried out in the field-work at middle schools across Austria. While it is oriented towards the relation between learning as experience and aesthetic experience, its educational impact focuses on corporality in school and the question of educative processes. Learning is perceived as experience in which students respond as someone or something to the articulated or unarticulated calls of the (school) world. The main research questions explore the different facets of „movement“as a phenomenon in relation to learning as experience.

Method

With regard to methodology this proposal is tied in with the „Innsbruck Vignette Research“ and stems from the research project ‘Personal Learning and Development in Diverse Classroom Communities“ (Personale Bildungsprozesse in heterogenen Gruppen) (FWF Project Michael Schratz; Schratz, 2009; Schratz et al., 2011a; 20011b; 2012). The data result from the field work carried out in this project in middle schools across Austria. The research design follows a phenomenologically oriented methodology based on the work by Husserl (1985; 2009), Merleau-Ponty (1966), Meyer-Drawe (1987; 1993; 1999; 2008; 2012; 2012), Waldenfels (1992; 1994; 2000; 2002; 2004; 2007; 2009a) and Van Manen (2007). The researcher’s experience as an experience of others is captured in words in so called vignettes (Schratz, 2009; Schratz et al., 2011a; 20011b; 2012). The vignette is a „thick description“ (Geertz, 1991) revealing the pathic qualities of a tangible moment perceived by the researcher. As such, it captures the experience of an experience as sensed by the researchers in medias res. Researchers are mindful that the selection of these moments is an act of signification but this may also be driven by other data (conversations, photographs, protocols) and by his or her own directed attention (Gerichtetheit). This individual genesis of a vignette is documented and becomes part of the data.

Expected Outcomes

This proposal is based on a phenomenological-pedagogical understanding of learning (Meyer-Drawe, 1987; 1993; 1999; 2008; 2010; 2012), which perceives ‘learning as experience‘ and intends to explore its nature (Schratz, 2009; Schratz et al., 2011a; 20011b; 2012). This proposal is situated in the scientific discourse on the body or corporeal turn in the social sciences, liberal arts and cultural studies (Alloa, Bedorf, Klass, Grüny 2012). In the perspective of developmental theory the discourse on identity deals with the development of the modern subject, issues of body staging and body shaping during adolescence and the meaning of all this for identity formation (Eckart 2011; Friebertshäuser 2012; Horn 2007). The main research questions explore the different facets of „movement“ as a phenomenon in relation to learning as experience. This needs further exploration of issues on self and identity based on Käte Meyer Drawe’s critical perspective on the German discourse on identity: Bildung in this perspective does not mean a search for identity but rather the formation of inevitable estrangement of our selves, in other words, a controversial shaping of life under historical and socio-cultural conditions. (Meyer-Drawe 1999, pp.154; translated by EE).“

References

Alloa,E.; Bedorf, T.; Klass, T. N.; Grüny, C. (2012) (eds.): Leiblichkeit. Geschichte und Aktualität eines Konzepts. Tübingen: Mohr Siebeck. Dewey, J. (1988): Art as experience, Frankfurt: Suhrkamp. Duncker, L. (1999): Begriff und Struktur ästhetischer Erfahrung. In: Neuß, Norbert: Ästhetik der Kinder – Interdisziplinäre Beiträge zur ästhetischen Erfahrung von Kindern. Frankfurt: Suhrkamp. Merleau-Ponty. M. (1966): Phänomenologie der Wahrnehmung. Translated from French and preamble by Böhm, R. Berlin: de Gruyter. Meyer-Drawe, K. (2008): Diskurse des Lernens. München: Fink. Meyer-Drawe, K. (2010): Zur Erfahrung des Lernens. Eine phänomenologische Skizze. In: Santalka: Filosophia vol.18, n. 3, pp. 6-16. Schratz, M.; Schwarz, J.; Westfall-Greiter, T. (2012): Lernen als bildende Erfahrung. Vignetten in der Praxisforschung. Innsbruck: StudienVerlag. Westphal, K. (2004): Stimme. Geste. Blick. – Der Körper als Bezugspunkt für Lern- und Bildungsprozesse. In: Heß, F. (eds.): Qualität von Musikunterricht an Schule und Musikschule. Reihe: Musik im Diskurs no. 19., pp. 9-26. Kassel: Gustav Bosse. Waldenfels, B. (2000): Das leibliche Selbst. Frankfurt am Main: Suhrkamp. Waldenfels, B. (2010): Sinne und Künste im Wechselspiel. Modi ästhetischer Erfahrung. Frankfurt am Main: Suhrkamp.

Author Information

Evelyn Eckart (presenting / submitting)
University Innsbruck
School of Education
Innsbruck

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