Le Breton, David: Sensing the World. An Anthropology of the Senses. London: Bloomsbury Academic, 2017. 312 pp. ISBN 978-1-4742-4602-6. Price: € 127,67

Anthropos ◽  
2020 ◽  
Vol 115 (2) ◽  
pp. 596-597
Author(s):  
Odd Are Berkaak
Author(s):  
Sérgio Basbaum Roclaw

I suggest that consciousness may be culturally shaped, and thus it may be a romanticism of science to attempt explaining conscious experiences as if there could be one and only general abstraction of the whole human living conscious experience ? in spite of history, culture, language, etc. My starting point is perception ? its relation to conscious experience and, most of all, the meaning with which, through the mediation of perceptual processes, the world presents itself to each of us. I figure it out mainly by a combination of three different approaches to human experience: i) Maurice Merleau- Ponty´s works on perception; ii) Constance Classen and David Howes' Anthropology of the senses; iii) Vilém Flusser’s hermeneutical conception of language as reality.


2021 ◽  
Vol 11 (1) ◽  
pp. 147-153
Author(s):  
Burong Zeng

Non-taster is a photo essay exploring the elusive connections between the change of taste and the immigrant experience based on my story of losing taste at the beginning of the Covid-19 pandemic outbreak. The world, which used to be dirty, viscous, and alive has rapidly become hygienic, distanced, and virtual. I documented the packaging and food sauce for breakfast via a series of scanned images and photographs during the second and third lockdown in London. The photos of spicy sauce and food packaging reveal the desire to reconnect with the senses. Alongside apathy, nostalgia, and homesickness, Non-taster laments the changes of the senses and desires in the post-pandemic period.


Leonardo ◽  
2015 ◽  
Vol 48 (1) ◽  
pp. 48-54 ◽  
Author(s):  
Roy Williams ◽  
Simone Gumtau ◽  
Jenny Mackness

In an integrated view of perception and action, learning involves all the senses, their interaction and cross-modality, rather than multi-modality alone. This can be referred to as synesthetic enactive perception, which forms the basis for more abstract, modality-free knowledge and a potential underpinning for innovative learning design. The authors explore this mode of learning in two case studies: The first focuses on children in Montessori preschools and the second on MEDIATE, an interactive space designed for children on the autistic spectrum that offers a “whole-body” engagement with the world.


1859 ◽  
Vol 5 (29) ◽  
pp. 301-348
Author(s):  
J. C. B.

Aye, every inch a King, in all his pompous vanity, his reckless passion, his unstable judgment, a thorough king, whom even madness could not dethrone from the royal habits of authority, of strenuous will, and of proud predominance. As the highest mountain summit becomes the fearful beacon of volcanic flame, testifying in lurid characters to the world's deep heart-throes, so this kingliest of minds—he who in his little world has been the summit and the cope of things—becomes, in the creative hand of the poet, the visible outlet of those forces which devastate the soul. We stand by in reverential awe, despairing, with our small gauge of criticism, to estimate the forces of this human Etna. Oppressed by the power and magnitude of the passions, as depicted in this most sublime and awful of poetic creations, it is only after the senses have become accustomed to the roar and turmoil that we throw off the stupor, and dare to look down upon the throes of the Titan, and begin to recognize the distinctive features of the fierce commotion. Even then we must stand afar off; for not in Lear, as in others of the poet's great characters, can one for a single moment perform the act of mental transmutation. In Hamlet, for instance, the most complex of all, many a man may see reflected the depths of his own soul. But Lear is more and less than human in its isolated grandeur, in the force and depths of its passions, in its abstraction from accidental qualities. In the breadth of his strength and weakness he is painted like one of those old gods, older and greater than the heathen representatives of small virtues and vices—the usurping vulgarities of polytheism. The true divinities of Lear were old, like himself very old and kingly—Saturn and Rhea, the autochthones of the heavens; even as his qualities are laid upon the dark and far off, yet solid and deep foundations of moral personality. Well might this King of sorrows exclaim, in the words of the World-spirit, to those who attempt to tear his passions to tatters before the footlights; yea, even to the more reverent efforts of critics— “Du gleichst dem Geist den du begreifst, Nicht mir!”


2020 ◽  
Vol 2 ◽  
pp. 229
Author(s):  
Antonio Santos Carvalho dos Santos Junior ◽  
Janaina Guimarães da Silva

RESUMOOs debates em educação necessitam cada vez mais de concepções pedagógicas que emanem do movimento de libertação das oprimidas e dos oprimidos, assim como apregoava o professor Paulo Freire. Isso significa que é preciso realizar o ato educacional na aproximação dos sentidos elaborados pelos sujeitos participantes das dinâmicas pedagógicas, respeitando e potencializando suas identidades no movimento de busca do ser mais no/com o mundo. É preciso sentir o cheiro daqueles/as que conosco participam da construção das aprendizagens, que devem ser instrumentos políticos que re/elaborem nossa presença no mundo. É nesse sentido que este artigo reflete teoricamente acerca da necessidade da construção de currículos que respeitem as identidades gays elaboradas fora e dentro da escola; construídas pelos corpos que, com seus gestos, inscrevem sua presença no mundo e com isso também suscitam políticas públicas para esses sujeitos.Palavras-chave: Currículo. Políticas Públicas. Gays.ABSTRACTDebates on education increasingly require pedagogical conceptions emanating from the liberation movement of the oppressed and oppressed, as Paulo Freire proclaimed. This means that it is necessary to carry out the educational act in the approximation of the senses elaborated by the subjects participating in the pedagogical dynamics, respecting and potentializing their identities in the search movement of being more in / with the world. It is necessary to feel the smell of those who participate with us in the construction of learning, which must be political instruments that re-elaborate our presence in the world. It is in this sense that this article is made as a theoretical reflection about the need to construct curricula that respect the gay identities elaborated outside and within the school; constructed by the bodies that with their gestures, inscribe their presence in the world and, with this, also raise of public policies for these subjects.Keywords: Curriculum. Public policy. Gay.


2021 ◽  
Author(s):  
Jean-Luc Nancy ◽  
Irving Goh
Keyword(s):  

In The Deconstruction of Sex, Jean-Luc Nancy and Irving Goh discuss how a deconstructive approach to sex helps us negotiate discourses about sex and foster a better understanding of how sex complicates our everyday existence in the age of #MeToo. Throughout their conversation, Nancy and Goh engage with topics ranging from relation, penetration, and subjection to touch, erotics, and jouissance. They show how despite its entrenchment in social norms and centrality to our being-in-the-world, sex lacks a clearly defined essence. At the same time, they point to the potentiality of literature to inscribe the senses of sex. In so doing, Nancy and Goh prompt us to reconsider our relations with ourselves and others through sex in more sensitive, respectful, and humble ways without bracketing the troubling aspects of sex.


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