Learning as Displacement and Transformation

• The interdependence of materiality and sensation carried out by corporal means creates the modes of a corporal self-perception. We call them modes of a self and world constituting corporality. In this paper a study is presented how different modes of a self and world 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. It is been empirically demonstrated that children in their first year of life use their corporal faculty of expression in a communicative way to reach a certain aim (cf. Dornes 1993 and others). Up to late childhood, and after, human beings still appropriate (learn) objects primarily in a corporal way. Each of us interprets the world according to his/her individual way(s) of cultivation and mode of learning. The manifold activities of our bodies and corporality as a primary medium of learning can be considered only by understanding corporality 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 on one hand and as a sensitive and vivid organism on the other hand. Transformation, displacement and the diverse ways of showing are esthetical processes in which the corporal aspects of learning become visible. 

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences (hsv//eng)

Nyckelord

Pedagogics and Educational Sciences

Pedagogik och Utbildningsvetenskap

Publikations- och innehållstyp

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