Borrowing conceptual tools from Bergson, this essay asks after the shift in the temporality of life from Merleau‐Ponty's Phénoménologie de la perception to his later works. Although the Phénoménologie conceives life in terms of the field of presence of bodily action, later texts point to a life of invisible and immemorial dimensionality. By reconsidering Bergson, but also thereby revising his reading of Husserl, Merleau‐Ponty develops a nonserial theory of time in the later works, one that acknowledges the verticality and irreducibility (...) of the past. Life in the flesh relies on unconsciousness or forgetting, on an invisibility that structures its passage. (shrink)

The thesis argues that the notion of film consciousness deepens a wide-range of philosophical issues in ways which are only accessible through film experience. These issues, directly related to the continental tradition, deal with consciousness, experience, intentionally and meaning. We look to the implications of the initial acts of film reproduction as it creates 'images' of the world which reconceptualise vision in terms of space, time and dimension. We move from ontology to experience and examine an aesthetic form with radical (...) implications for spectator consciousness. These issues are explored from two philosophical positions. Firstly, phenomenology, especially Edmund Husserl and Maurice Merleau-Ponty. Secondly, the work of Gilles Deleuze who presents the most penetrating insights to date into film consciousness and its repercussions for thought and affectivity. The focus of this study is to draw together these two philosophical positions, showing their fundamental differences but also similarities where they exist. This approach is rarely attempted but the belief running through this thesis is that film is one arena which is invaluable for making such comparisons. It is argued philosophically that film writes large key phenomenological concepts on intentionality, time-consciousness and the relation of the lifeworld to the predicative. In terms of Deleuze, film is shown as a unique artform which in allowing us to link otherwise casts light on Deleuze's own complex system of thought. Chapters 1-3 are concerned with phenomenology and detail the role of film in terms of the lifeworld, intentionally, reduction and the transcendental in a way which has not been attempted elsewhere. The linking chapter on time is used to introduce the work of Henri Bergson and its influence both on phenomenology's inner time-consciousness and Deleuze's fundamental categories of film movement and time imagery. The final two chapters look at the way film is reconfigured through montage and the implications of this for film's unique expression of movement and time. (shrink)

The purpose of this thesis was set against the background of changed expectations on education and teachers’ work in contemporary Western societies, reflecting global educational trends of standardisation and assessment moving further down the ages. The overall aim of the thesis was to explore and gain understandings of how teachers’ work is constituted. The exploration was based on lived experience and philosophical perspectives, and the main research questions were: i) what is the significance of existential dimensions of teachers’ work, and (...) ii) how can they be understood in the light of a globalised and standardised education? The theoretical and methodological basis of the thesis was mainly the philosophy of the life-world as formulated by Maurice Merleau-Ponty. The studies included employed the following methods: drawings with associated oral comments, written teacher responses and follow-up interviews, visual documentation with associated oral comments, and finally, the study of the relevant philosophical literature. In total 50 teachers and 112 children participated in study I, ten teachers in study II and eight teachers in study III. In study IV, the data consisted of philosophical literature.The findings show that teachers’ work involves not only teachers’ intellectual capacities and skills, but also their emotional and embodied being, and intertwined relationships as well. Further, teachers’ work it affected not only by the views of children, knowledge and learning held by teachers, policymakers and society that affect teachers’ work, but also by ontological assumptions and existential dimensions in a wider sense. It emerged that teachers’ views of education and their attempt to appreciate the unpredictable beyond dualistic assumptions are holistic, and multidimensional, in comparison to the rather linear and standardised global agenda.The crossover analysis of the findings suggests that teachers’ work is mainly constituted by ambiguities and intertwinings of an ontological character that have epistemological implications. In this thesis ambiguities are used to describe aspects that at first seem contradictory but are in fact more like irreducible uncertainties – as intertwined and reversible aspects of teachers’ work as a whole. Accordingly, existential dimensions of teachers’ work are ubiquitous within these ambiguities and intertwinings, and appear as significant in mainly two ways – firstly, as closely connected dimensions of the life-world and lived experience, referred to as lived time, lived space, lived body and lived other; secondly, as basic notions mainly about the relationships between i) subject and object, ii) mind and body, iii) human, culture and nature, iv) linear and multidimensional temporality. These existential dimensions of teachers work are discussed as Intercorporeal reversibilities, Intertwinings, chiasm and flesh and A chiasmic being. The ambiguous aspects of teachers’ work seem to derive from a general ambiguity of views on education, in which the rationalistic view tends to dominate since it often reflects the management of education. This overall ambiguity demands a reconsideration of the wider aim of education as well as of different relationships within education beyond dualisms and divides. Particularly, intercorporeal and intertwined relationships are essential, encompassing the significant intertwinings of ‘subjectobject’, ‘mindbody’, and ‘humannatureculture’. It is argued that this rethinking needs to be done in order to create conceptual and operational space for diverse and challenging pedagogical relationships. Thereby, a process of a chiasmic being for teachers in their work and for children’s learning can be enhancedKey words: teachers’ work; teaching; school; early childhood education; lived experience; existential; pluralistic; Merleau-Ponty. (shrink)