Session Information
29 SES 13 A, Symposium: Art in Education
Symposium
Contribution
The interdependence of materiality and sensation carried out by corporal means creates the modes of a self and world constituting corporality. In this paper a study is presented how different modes of this constituting corporality can be empirically explored and theoretically unfolded. Our corporality is constitutive for our reference to the world (cp. Merleau-Ponty 1968, Waldenfels 2000, Meyer-Drawe 2008). We do not only perceive the objects that are given to us in our perceptions, we also relate ourselves to our environment by means of our body. Each of us interprets the world according to his/her individual way(s) of cultivation. Corporality is not as a mere device but also as an agile and living body. Unlike the currently widespread differentiation between “having a body” and “being a body”, introduced by Helmuth Plessner (1982), the conception of corporality introduced by Maurice Merleau-Ponty (1968) provides shelter for the body as a substance and as a sensitive and vivid organism. Transformation, displacement and the diverse ways of showing are esthetical processes in which also corporal aspects of learning become visible. To explore this, we will take a close look on a pedagogical situation by using the method of “thick description” (Geertz 1973).
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