Engaging in reflective practices: investigating pupils' experiences of art from a phenomenological perspective

2010 ◽  
Vol 6 (2) ◽  
pp. 181-195
Author(s):  
Cheung-On Tam
Author(s):  
Nidhi Mahendra

This article details the experience of two South Asian individuals with family members who had communication disorders. I provide information on intrinsic and extrinsic barriers reported by these clients in responses to a survey and during individual ethnographic interviews. These data are part of a larger study and provide empirical support of cultural and linguistic barriers that may impede timely access to and utilization of speech-language pathology (SLP) services. The purpose of this article is to shed light on barriers and facilitators that influence South Asian clients' access to SLP services. I provide and briefly analyze two case vignettes to provide readers a phenomenological perspective on client experiences. Data about barriers limiting access to SLP services were obtained via client surveys and individual interviews. These two clients' data were extracted from a larger study (Mahendra, Scullion, Hamerschlag, Cooper, & La, 2011) in which 52 racially/ethnically diverse clients participated. Survey items and interview questions were designed to elicit information about client experiences when accessing SLP services. Results reveal specific intrinsic and extrinsic barriers that affected two South Asian clients' access to SLP services and have important implications for all providers.


Author(s):  
Niki WALLACE

It is widely agreed that in order to contribute to transitions towards sustainability, both practitioners and design itself must also transition. This paper presents findings from the first two years of transition in my Australian-based design practice. The paper explores what this transition has required of me personally, politically, and professionally, and draws on cases from my PhD. The PhD and paper are both part of an analytic auto-ethnography of my practice’s transition from ‘making greener things’ towards design for transitions. The projects discussed use ethnography, action research and reflective practices in their temporal approaches. This paper explores how slower methods such as transition design and autonomous design can extend the political reach of a design practice and discusses sacrifice and the financial stabilisation that comes from enveloping old practices within the new. The analysis presented here also reflects on my experiences practicing design for transitions and on data collected through participant engagement.


2017 ◽  
Vol 3 (1) ◽  
pp. 112-126 ◽  
Author(s):  
Ilaria Cristofaro

From a phenomenological perspective, the reflective quality of water has a visually dramatic impact, especially when combined with the light of celestial phenomena. However, the possible presence of water as a means for reflecting the sky is often undervalued when interpreting archaeoastronomical sites. From artificial water spaces, such as ditches, huacas and wells to natural ones such as rivers, lakes and puddles, water spaces add a layer of interacting reflections to landscapes. In the cosmological understanding of skyscapes and waterscapes, a cross-cultural metaphorical association between water spaces and the underworld is often revealed. In this research, water-skyscapes are explored through the practice of auto-ethnography and reflexive phenomenology. The mirroring of the sky in water opens up themes such as the continuity, delimitation and manipulation of sky phenomena on land: water spaces act as a continuation of the sky on earth; depending on water spaces’ spatial extension, selected celestial phenomena can be periodically reflected within architectures, so as to make the heavenly dimension easily accessible and a possible object of manipulation. Water-skyscapes appear as specular worlds, where water spaces are assumed to be doorways to the inner reality of the unconscious. The fluid properties of water have the visual effect of dissipating borders, of merging shapes, and, therefore, of dissolving identities; in the inner landscape, this process may represent symbolic death experiences and rituals of initiation, where the annihilation of the individual allows the creative process of a new life cycle. These contextually generalisable results aim to inspire new perspectives on sky-and-water related case studies and give value to the practice of reflexive phenomenology as crucial method of research.


2021 ◽  
Vol 13 (11) ◽  
pp. 6159
Author(s):  
Huihui Gao ◽  
Shangyi Zhou

The notion of place has raised great concern within weaving tourism studies in recent decades. Nevertheless, dialectical indigenous considerations of Edward Relph’s phenomenological concepts of place and placelessness are still insufficient, particularly in non-Western countries. Phenomenology, as an immersive approach, provides an open and descriptive examination of the diverse perceptions and constitutive meanings of a place. From a phenomenological perspective, this article aims to explore the dynamic grasping of place and placelessness in tourism experiences. Twenty-four tourists participated in the research in Marco Polo Plaza in Italian Style Town, a concession for a particular historical period, in Tianjin, China. The findings suggest that tourists’ experiences could be ordered into three themes: (1) encountering a place labelled recreation and entertainment, (2) encountering an exotic heterogeneous place, and (3) encountering a lived place in the lifeworld. These results emphasize that place and placelessness are intertwined paradoxically beyond the binary, and such a nonlinear, dialectical, and subtle dimension is the possible inspiration that the phenomenological perspective brings to tourism research. Drawing on the inevitability of tourists’ diverse perceptions, we advance that an open multi-sensuous engagement and inclusive geographic practices offer an insight into the understanding of sustainability.


Author(s):  
Jakub Čapek ◽  
Sophie Loidolt

AbstractThis special issue addresses the debate on personal identity from a phenomenological viewpoint, especially contemporary phenomenological research on selfhood. In the introduction, we first offer a brief survey of the various classic questions related to personal identity according to Locke’s initial proposal and sketch out key concepts and distinctions of the debate that came after Locke. We then characterize the types of approach represented by post-Hegelian, German and French philosophies of the nineteenth and twentieth centuries. We argue that whereas the Anglophone debates on personal identity were initially formed by the persistence question and the characterization question, the “Continental” tradition included remarkably intense debates on the individual or the self as being unique or “concrete,” deeply temporal and—as claimed by some philosophers, like Sartre and Foucault—unable to have any identity, if not one externally imposed. We describe the Continental line of thinking about the “self” as a reply and an adjustment to the post-Lockean “personal identity” question (as suggested by thinkers such as MacIntyre, Ricœur and Taylor). These observations constitute the backdrop for our presentation of phenomenological approaches to personal identity. These approaches run along three lines: (a) debates on the layers of the self, starting from embodiment and the minimal self and running all the way to the full-fledged concept of person; (b) questions of temporal becoming, change and stability, as illustrated, for instance, by aging or transformative life-experiences; and (c) the constitution of identity in the social, institutional, and normative space. The introduction thus establishes a structure for locating and connecting the different contributions in our special issue, which, as an ensemble, represent a strong and differentiated contribution to the debate on personal identity from a phenomenological perspective.


2004 ◽  
Vol 27 (5) ◽  
pp. 670-670 ◽  
Author(s):  
Thomas Metzinger

To speak of “inferences,” “interpretations,” and so forth is just folk psychology. It creates new homunculi, and it is also implausible from a purely phenomenological perspective. Phenomenal volition must be described in the conceptual framework of an empirically plausible theory of mental representation. It is a non sequitur to conclude from dissociability that the functional properties determining phenomenal volition never make a causal contribution.


2019 ◽  
Vol 8 (1) ◽  
pp. 46
Author(s):  
Nazanin Reza Zadeh Mottaghi ◽  
Mahmoud Talkhabi

This study compares the national curriculum of Iran and the UK to find out how the educational system indeveloping countries such as Iran can be improved. Because of implementing thinking skills and cognitive education,the educational system in the UK benefits from a high-quality standard. The science of mind, brain, educationintroduces some principles to improve teaching and learning methods and provide thoughtful and lifelong learnersfor the societies. In this study, we specified the main parts of the national curriculum in both countries and selectedsome of the principles to determine whether these two countries apply them in their national curriculum. Some ofthese principles focus on some significant issues: teaching models, the use of Meta-discipline and HolisticTechniques, authentic learning experiences, use of products, processing and progressing Evaluations, developingexplicit learning objectives, how to benefit from thinking and reflective practices, using collaborative and democraticactivities, preparing students to set personal objectives, giving themselves feedbacks, technology and flippedclassrooms, and beginning Year- Round Schooling. The results show that Iran needs more precise and detailedlearning objectives in its curriculum, use of democratic and collaborative activities with academics and students,develop thinking and reflective practices which play vital roles in upgrading the educational system. Moreover, it issuggested that the UK and Iran should consider embedded evaluations and flipped classrooms to meet the needs ofnew generation of learners.


2021 ◽  
Vol 8 (3) ◽  
pp. 237-249
Author(s):  
Jasper Feyaerts ◽  
Mads G Henriksen ◽  
Stijn Vanheule ◽  
Inez Myin-Germeys ◽  
Louis A Sass

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