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  1. The Vitality of Humanimality: From the Perspective of Life Phenomenology.Stephen Smith - 2017 - Phenomenology and Practice 11 (1):72-88.
    While interactions with other animate beings seem mostly to serve our own human interests, there are, at times, fugitive glimpses, passing contacts, momentary motions, and fleeting feelings of vital connection with other life forms. Life phenomenology attempts to realize these relational, interactive and intercorporeal possibilities. It challenges the language game of presuming the muteness and bruteness of non-human creatures and, at best, of speaking for them. It critiques the capture of non-human species within the inhibiting ring of human functions and (...)
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  • Riding in the Skin of the Movement: An Agogic Practice.Stephen J. Smith - 2015 - Phenomenology and Practice 9 (1):41-54.
    The art of riding imagines the human-horse relation in the image of the centaur. In synchronous motions, riding is a dance of sorts, contact of bodies in the skin of the moment. Yet always there is the possibility of fussing, flailing, falling and failing in moments of resistance, evasion and contrariness. Through phenomenological reflection on such moments, riding can be understood not simply in terms of its difficulties of centaurian mastery, but in terms of the postural, positional, gestural, expressive nuances (...)
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  • Beyond a Single World: Pedagogy and Relating in Difference.Petra Mikulan - 2014 - Paideusis: Journal of the Canadian Philosophy of Education Society 22 (1):100-107.
    The central notion of my analysis is that the relational values that are privileged by the feminine, if properly addressed in school, could foster a more inclusive and embodied way of addressing the fundamentally masculine origin of knowledge, curriculum planning as well as daily school rituals and cultures. For this reason I evoke the horizon of sense as captured by Irigaray in her two-ness of the world to designate a positive place for feminine subjectivity in the relational economy of the (...)
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  • What’s in a Name? The Experience of the Other in Online Classrooms.Cathy Adams - 2014 - Phenomenology and Practice 8 (1):51-67.
    Educational research has explored the potentials and problems inherent in student anonymity and pseudonymity in virtual learning environments. But few studies have attended to onymity, that is, the use of ones own and others given names in online courses. In part, this lack of attention is due to the taken-for-granted nature of using our names in everyday, “face-to-face” classrooms as well as in online learning situations. This research explores the experiential significance of student names in online classrooms. Specifically, the paper (...)
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