Nijedno drustvo, pogotovo ono koje, poput Srbije, u kratkom razdoblju proslo kroz duboke potrese koji jos uvek traju, ne moze se adekvatno analizirati bez pogleda iz ugla svakodnevnog zivota i iskustva obicnih ljudi. Primena savremenih socioloskih i antropoloskih teorija svakodnevice na Srbiju danas u potrazi za personalizovanim tumacenjem kojim obicni ljudi osmisljavaju samima sebi sve sto im se dogodi u poslednjih petnaestak godina, moze imati i sire teorijske implikacije, buduci da se iz nase perspektive lakse sagledava ogranicenost i neuniverzalnost teorija (...) nastalih u stabilnim drustvima. U ovom nacrtu markiraju se neke od tih teorija, polazne pretpostavke, kao i kljucni dogadjaji i simbolicki optereceni pojmovi nase najnovije istorije koji ce biti u zizi analize naracija obicnih ljudi prikupljenih tematskim terenskim istrazivanjem. (shrink)

Individual experience and social change: Herbert Marcuse as interpreted by Mark Fisher and the democratic utopia of everyday life In his last lectures, Mark Fisher re-evaluates the work of Herbert Marcuse and the entire tradition of the 1960s counterculture. He emphasizes that social change is not only a matter of objective conditions, but also a transformation of consciousness and culture. These remarks serve as a starting point for reflection on the role of everyday life and individual (...) experience in social change. Everyday life is a key category from this perspective, because it is the center of emancipatory activities, but also of the awareness of the need to fight for a better, more just world. Thus, the article shows the historical significance of Herbert Marcuse's concept and its relation to the present day as interpreted by Mark Fisher. The last part presents an outline of the democratic utopia of everyday life, which refers to the theoretical ideas of Herbert Maruse, but aims to change democracy in such a way that it would be resistant to the temptations of populism and authoritarianism. (shrink)

The paper offers an analysis of the interview data collected in the project "Politics and everyday life: Three years later" in terms of three main topics: attitudes to the political sphere, change of social system, and the democratic public sphere. The analysis focuses on ambivalences expressed in the responses which, under the surface of overall disappointment and discontent, may contain preserved results of the previously achieved "social learning" and their positive potentials. The main objective was to examine (...) to what extent the processes of political maturation of citizens, identified in the 2002 study, have continued. After pointing to a number of shifts in people?s views of politics which generally do not contradict the tendencies outlined in 2002, it is argued that the process of rationalization of political culture has not stopped, but it manifests itself differently in changed circumstances. The republican euphoria of 2002 has been replaced by resignation, with a stronger individualist orientation and a commitment to professional achievement. Clanak analizira gradju dobijenu intervjuima u okviru istrazivanja "Politika i svakodnevni zivot - tri godine posle" u pogledu tri krupne teme: odnos prema politici, promena drustvenog poretka i demokratska javnost. Analiza se usredsredjuje na ambivalencije izrazene u iskazima ispitanika koje, ispod opste atmosfere razocaranosti i nezadovoljstva, mogu kriti ocuvane rezultate prethodnog "socijalnog ucenja" i njihove pozitivne potencijale. Osnovni cilj je ispitati u kojoj meri su procesi politickog sazrevanja gradjana, uoceni u istrazivanju iz 2002, nastavljeni i u kasnijem razdoblju. Posle izdvajanja jednog broja pomaka u odnosu na stavove prema politickoj sferi iz 2002, koji u osnovi ne protivrece tada ocrtanim tendencijama, zakljucuje se da proces racionalizovanja politicke kulture nije prekinut, ali se u novim uslovima ocituje na drugaciji nacin. Republikansku euforiju iz neposredno postpetooktobarskog razdoblja zamenila je rezignacija, uz narastanje individualizma i okretanje profesionalnom postignucu. (shrink)

Purpose of the study is to find out the interdependence of the event as a factor of transformations in the established areas of human life and everyday routine as a way of existence of social being, which cover various types of human activity. Theoretical basis of the research is based on understanding of everyday routine as a form of social reality, a complex and multidimensional object that is constantly evolving, includes new forms of reality, and is (...) influenced by various social changes. The main function of everyday routine is the survival of individual and society, therefore the stable foundations of human existence play a dominant role in every life. In turn the event serves as a way of being existence, has a singular character, an individual expression, identifies elements that do not fit into the usual framework of everyday life. Originality of the obtained results lies in understanding event as the opposition of the phenomena world to the out of experience world of being, unexpected innovation that leads to the emergence of behaviours and structures that are new and unusual for everyday life. Event is not identical to empirical facticity, does not correspond to the usual understanding of phenomena and processes, and leads to a break from the everyday life, as it causes significant changes in human life on the individual and social levels. Unexpected change in everyday life caused by event is a traumatic collision with another dimension of being for an individual, as a result of it new meanings may open. Conclusions. On the background of everyday life, which is able to be in different states, function in a variety of relationships, to be manifested in numerous structures, junctions and connections, the event assumes the prospect of a new reality, contrary to previous representations. From existential point of view, event is always an interruption of everyday life, as for example, love or religious conversion. A large-scale event causes shocks that affect most or all individuals and communities that use multiple ways to react to an event – interpretation, selection, glorification, silence, valuations adjustment, phenomena, facts, celebration of holidays, rituals that are periodically repeated. (shrink)

The paper contains a retrospective of the thesis that 'social learning' may be deployed as analytical framework to understand political change in Serbia, first proposed in 2001. The thesis contends that the events immediately before and after the toppling of Milosevic's regime in 2000 may be interpreted as outcomes of a process of collective learning by Serbian citizens. On the basis of the findings of three-wave qualitative study 'Politics and Everyday Life', as well as other research, the (...) paper seeks to answer the question whether the idea of 'social learning' stands or falls when confronted with the developments taking place in Serbian political life between 2001 and 2008. U clanku se izlaze retrospektivan pogled na tezu o 'socijalnom ucenju' kao analitickom okviru za razmatranje politickih promena u Srbiji, prvi put iznetu 2001. godine. Prema toj tezi, dogadjaji neposredno pre i posle smene Milosevicevog rezima 2000. godine mogu se protumaciti kao ishod jednog procesa kolektivnog ucenja, ciji su subjekt gradjani Srbije. Na osnovu nalaza tri talasa kvalitativne studije 'Politika i svakodnevni zivot', te rezultata drugih istrazivanja, u tekstu se pokusava odgovoriti na pitanje da li ideja 'socijalnog ucenja' opstaje ukoliko se suceli sa zbivanjima koja su obelezila politicki zivot u Srbiji u razdoblju od 2001. do 2008. godine. (shrink)

The COVID-19 pandemic has foregrounded the significance of time to everyday life, as the routines, pace, and speed of social relations were widely reconfigured. This article uses rhythm as an object and tool of inquiry to make sense of spatio-temporal change. We analyse the Mass Observation (MO) directive we co-commissioned on ‘COVID-19 and Time’, where volunteer writers reflect on whether and how time was made, experienced, and imagined differently during the early stages of the pandemic in the UK. (...) We draw on Henri Lefebvre and Catherine Régulier's ‘rhythmanalysis’, taking up their theorisation of rhythm as linear and cyclical and their concepts of arrhythmia (discordant rhythms) and eurhythmia (harmonious rhythms). Our analysis highlights how MO writers articulate (a) the ruptures to their everyday rhythms across time and space, (b) their experience of ‘blurred’ or ‘merged’ time as everyday rhythms are dissolved and the pace of time is intensified or slowed, and (c) the remaking of rhythms through new practices or devices and attunements to nature. We show how rhythm enables a consideration of the spatio-temporal textures of everyday life, including their unevenness, variation, and difference. The article thus contributes to and expands recent scholarship on the social life of time, rhythm and rhythmanalysis, everyday life, and MO. (shrink)

No philosopher in the second half of the twentieth century or the opening decade of the twenty-first did more to recover the voice of philosophy in the conversation of humankind than John Edwin Smith (1921-2009). From The Social Infinite (1950), his landmark study of Josiah Royce, to "Niebuhr's Prophetic Voice" (2009), he has shown in compelling detail how philosophical reflection is relevant to contemporary life. Indeed, virtually all of the eventual developments within contemporary philosophy in recent decades worthy of (...) our unqualified support (above all, the acknowledgment of history, the abiding importance of the religious dimension of human experience, the hermeneutic character of all our intellectual understandings, including those of experimental inquirers, the irreducibility of persons, the ubiquity of symbols, and the cutting edge of philosophical critique) were ones to which Smith was committed at the outset of his career. He not only anticipated these developments but also pointed the way forward beyond the stultifying impasses of so much contemporary thought. In particular, his conceptions of subjectivity, symbolization, interpretation, experience and philosophy itself provide invaluable resources for twisting free from our present impasses. The essays in this volume make the salience and implications of Smith's writings on these and other topics manifest. The authors assembled here bear eloquent witness to the wit of the man no less than the depth of the philosopher from whom they learned how to take up the urgent task of philosophical reflection in a world riven by seemingly intractable conflicts and characterized by mutual misunderstanding. John E. Smith was a widely learned man; he was also a deeply wise one. Hence, it should be no surprise that he aids us in creating ways to address such conflicts and to counter such misunderstanding. (shrink)

Author considers cognitive assumptions of practical consciousness: some preconditions on which an interaction with the social and natural objects is based. Author follows the “constructivist" program in social theory in its classic version which is represented by social phenomenology and phenomenological sociology of knowledge (A. Schutz, P. Berger, T. Luckmann). Author analyzes some latent axioms and presuppositions, “idealizations" and mechanisms of everyday consciousness which constitute individual social experience at the level of micro-interactions with the objects (...) and the “others". This analysis also refers to the intellectual heritage of classical theory of knowledge (epistemological ideas of I. Kant, E. Husserl). Author considers the status of the Other in the elementary systems of social interaction; discusses the necessity to assume the relative constancy and uniformity of the objective world elements including the existence of an integral self-identical “I" (actor's personality). The organized process of social experience uninterruptedly operated by cognitive schemes of practical consciousness is considered as one of the main conditions of reproduction of coordinated routines which support social order and institutional structures of the society. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Learning Music:Embodied Experience in the Life-WorldEva Alerby and Cecilia FermIn the present age, which is often signified as post-modern or knowledge-intensive, the calls for learning echo loud. Discussions of learning, as well as teaching, permeate almost all levels and arenas of our society, and have a sure place in every-day conversation as well as scientific debate. The concept of learning can be understood and explained in many different ways. (...) Our intention in this article is to make visible and discuss how learning music can be understood and explained from a life-world approach.By life-world approach we mean that learning is constituted by the experiences that we are having in the world. From that perspective it can be seen as a process which leads to some kind of change, whose utmost purpose is—consciously or unconsciously—to create meaning and make managing the world possible. In addition, we stress that learning does not arise nor is formed in a vacuum, but instead is found in complex contexts. In turn this creates the necessity of making learning situated and contextualized.1How one understands how music is learned is consequently influenced not only by what fundamental assumptions one holds about learning but also by prevailing views of music. Furthermore, how musical ability is regarded and whether musicality is accepted as an emotional or cognitive phenomenon is also [End Page 177] important. Other assumptions that need to be considered are whether or not it is possible to divide musicality into smaller parts and if that is the case, what is the relationship between these parts. One further question that has to be illuminated is the question about biological and social influences on musicality.2 According to Sture Brändström,3 musicality is sometimes divided into two categories—absolute contra relativistic musicality. The first category implies that musicality is regarded as a native ability, already existing within the human being, an ability that some people have and others lack. The second category reflects an approach that assumes that musicality is something everybody can acquire, it can be learned and appropriated. We will return later to this issue.These questions reveal a dualistic approach, specifically: whether musicality is an emotional or a cognitive phenomenon, or absolute or relative, which in turn leads to the question of whether or not learning music is constituted within or outside the human being. To expose problems related to this dualistic approach in music education, we will examine musical learning using life-world phenomenology as a theoretical framework, a brief description of which follows.Phenomenology: A Way of ThinkingAt the turn into the twentieth century, the German philosopher, Edmund Husserl (1859-1938), named his philosophical approach phenomenology, and with that the development of modern phenomenology began. Phenomenology is both a method and a way of thought.4 He distinguished the fundamental principle of phenomenology as—'back to the things themselves.' According to Husserl it is through experiences that we gain access to things themselves. The concept of experience was essential to his formulation, and it became a key signature for the whole of phenomenology. His starting-point was how the world is experienced in a subjective way, and the aim was to find a way to describe the meaning of these subjective experiences. In other words, phenomenology has been summarized as a description of how the world is experienced by the person in the world.Various thinkers have interpreted phenomenology in different ways. Jan Bengtsson5 emphasized that phenomenological method should be named in the plural as methods. The phenomenology of the life-world, which was developed as an alternative to the so-called epoché, the special method of transcendental phenomenology, is a philosophy of the life-world without transcendental reduction. It is the life-world that constitutes the basis of our lives. It is the everyday world of our experiences, which we take for granted and where we live our lives. In other words it is the life-world that constitutes people's being-in-the-world.6 Through our existence we experience the concrete world in all its complexity, which is both historically and contextually dependent. Consequently... (shrink)

Background: As frail older people might have difficulties in expressing themselves, their needs are often interpreted by others, for example, by significant others, whose information health care staff often have to rely on. This, in turn, can put health care staff in ethically difficult situations, where they have to choose between alternative courses of action. One aspect that might be especially difficult to express is that of existential loneliness. We have only sparse knowledge about whether, and in what way, the (...) views of frail older persons and their significant others concerning existential loneliness are in concordance. Objective: To contrast frail older persons’ experiences with their significant others’ perceptions of existential loneliness. Methods: A case study design was chosen for this study. Individual interviews with frail older persons and interviews with their significant others, as well as field notes, served as a basis for the study. A thematic analysis was used to interpret data. Ethical considerations: This study was conducted in accordance with the principles of research ethics. Findings: The findings showed three themes: Meaningless waiting in contrast to lack of activities, Longing for a deeper connectedness in contrast to not participating in a social environment and Restricted freedom in contrast to given up on life. Discussion: Knowledge about the tensions between older persons’ and their significant others’ views of existential loneliness could be of use as a basis for ethical reflections on the care of older people and in the encounter with their significant others. Conclusion: It is of importance that health care professionals listen to both the frail older person and their significant other and be aware of whose voice that the care given is based on, in order to provide care that is beneficial and not to the detriment of the older person. (shrink)

The article analyzes the structure and manifestations of everyday life as the sphere of the empirical life of the individual believer and the religious community. Patterns of everyday life are not confined to certain universal conceptual or value systems, as there is no ready-made standards and rules of their formation. Everyday life is intersubjective space of social relations in which religious individuals, communities, institutions self-identified based on form of reproduction of sociality. Religious everyday life determined (...) by ordinary consciousness, practices, social aspects of life in the religious community, which are constituted by communication. The main religious structures of everyday life is mental cut ordinary religious consciousness, religious practice, religious experience, religious communication, religious stereotypes. Everyday life is the sphere of interaction between the social and the transcendental worlds, in which religious practices are an integral social relationships and the objectification of religious experience through the prism of individual membership to a specific religion, a means of inclusion of transcendence in the context of everyday life. Religious practices reflect understanding of a religious individual objects of the supernatural world, which is achieved through social experience, intersubjective interaction, experience of transcendental reality. The everyday life of the believing personality is formed in the dynamics of tradition and innovation, the mechanism of interaction of which affects the space of social existence. It exists within the private and public space and time, differing openness within the life-world. Continuous modification of everyday life, change its fundamental structures is determined by the process of modern social and technical transformation of society. (shrink)

As its title is meant to suggest, this paper is a reply to Sir Tim Lankester’s article “International Aid: Experience, Prospects and the Moral Case”, published in the World Economics last year 1 . Therefore, I would like to begin by expressing my gratitude for the author’s responsiveness to my interest and queries in the area of development economics. The main point of Sir Lankester’s article was, I believe, to strengthen the case for international aid by showing first, that it (...) was not just a theoretical matter 2 and second, that its efficiency was not a self-evident fait accompli, but a still-to-achieve objective, entirely contingent upon human and institutional factors such as the will, interests, and past experience of donors, as well as the system of governance and existing policies from the recipient countries. Moreover, the human factor is actually two-fold, in the sense that one can focus either on the external part engaged in the aid mission – the donor –, or on the internal one – the recipient. Sir Tim Lankester looks into what motivates the former, whereas I intend to unpack the life-experience of the latter, for I strongly believe that what ultimately decides the success or failure of development projects has more to do with understanding their life situation, than with the actual quantum of aid. Although the two cases grounded on the above-mentioned claims may seem completely separated in Tim Lankester’s article for he allocates distinct sections to them, I have reasons to believe that they are not only inter-connected, but also deeply inter-dependent, which is crucial for the kind of existentialist scenario that I intend to outline here. In order to prove this, I am going to combine two sets of argumentative tools: one will be logical, the other – empirical. The former will help us address the issues at stake in Tim Lankester’s moral case, and find ways of strengthening it; the latter will help reminding the real goal of this attempt – which is to improve the prospects of aid missions in real-life scenarios, rather than in theory. The first, rather theoretical section will consist of an extended analysis of the moral case that Sir Lankester started to build. The focus will be not only on the supposedly fruitful aspects of social justice theories, but also on their potential risks; both heroes and villains will emerge from the analysis, and new leads will be discovered. The main criterion for testing whatever findings will remain the pragmatic one: questioning their implications on the life-experiences of the poor. The other approach that I have mentioned will consist of providing a description of life in a particular community, which I have known and learnt from. In this case, the ‘empirical’ obviously means more than just the use of examples – which can be invented, or refined: it actually involves relying on a set of personal experiences and convictions, thereby testifying in – rather than just advocating – the case for aid and development projects, under discussion here. Again, the purpose will be not so much to prove that my claim has the sort of objective validity that a theoretician would normally seek to achieve, as to enforce it by whatever relevant testimonies – be them contextual, perhaps even biased; in this case, the ‘biased’ aspect consists of using an example derived from lifeexperiences in a particular developing country: my own. And it is exactly what I regard as the strength of it; indeed, I would not be writing this, had I not learnt that lesson. (shrink)

This essay explores the unique temporal experience in anxiety. Drawing on first-person accounts as well as examples from literature, I attempt to show how anxiety not only disrupts our physiological and cognitive timing but also disturbs the embodied rhythms of everyday social life. The primary goal, however, is to articulate the extent to which human existence itself is a temporally structured event and to identity the ways that anxiety disrupts this structure. Using Martin Heidegger’s account of human existence (...) as a point of departure, I show how the mood of anxiety has the power to alter our self-interpretations by closing down or constricting our experience of the future. I argue that a constricted future impedes our ability ‘to be’ because it closes off the range of projective meanings that we would ordinarily draw on to create or fashion our identities. (shrink)

This essay explores the unique temporal experience in anxiety. Drawing on first-person accounts as well as examples from literature, I attempt to show how anxiety not only disrupts our physiological and cognitive timing but also disturbs the embodied rhythms of everyday social life. The primary goal, however, is to articulate the extent to which human existence itself is a temporally structured event and to identity the ways that anxiety disrupts this structure. Using Martin Heidegger’s account of human existence (...) as a point of departure, I show how the mood of anxiety has the power to alter our self-interpretations by closing down or constricting our experience of the future. I argue that a constricted future impedes our ability ‘to be’ because it closes off the range of projective meanings that we would ordinarily draw on to create or fashion our identities. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Learning Music:Embodied Experience in the Life-WorldEva Alerby and Cecilia FermIn the present age, which is often signified as post-modern or knowledge-intensive, the calls for learning echo loud. Discussions of learning, as well as teaching, permeate almost all levels and arenas of our society, and have a sure place in every-day conversation as well as scientific debate. The concept of learning can be understood and explained in many different ways. (...) Our intention in this article is to make visible and discuss how learning music can be understood and explained from a life-world approach.By life-world approach we mean that learning is constituted by the experiences that we are having in the world. From that perspective it can be seen as a process which leads to some kind of change, whose utmost purpose is—consciously or unconsciously—to create meaning and make managing the world possible. In addition, we stress that learning does not arise nor is formed in a vacuum, but instead is found in complex contexts. In turn this creates the necessity of making learning situated and contextualized.1How one understands how music is learned is consequently influenced not only by what fundamental assumptions one holds about learning but also by prevailing views of music. Furthermore, how musical ability is regarded and whether musicality is accepted as an emotional or cognitive phenomenon is also [End Page 177] important. Other assumptions that need to be considered are whether or not it is possible to divide musicality into smaller parts and if that is the case, what is the relationship between these parts. One further question that has to be illuminated is the question about biological and social influences on musicality.2 According to Sture Brändström,3 musicality is sometimes divided into two categories—absolute contra relativistic musicality. The first category implies that musicality is regarded as a native ability, already existing within the human being, an ability that some people have and others lack. The second category reflects an approach that assumes that musicality is something everybody can acquire, it can be learned and appropriated. We will return later to this issue.These questions reveal a dualistic approach, specifically: whether musicality is an emotional or a cognitive phenomenon, or absolute or relative, which in turn leads to the question of whether or not learning music is constituted within or outside the human being. To expose problems related to this dualistic approach in music education, we will examine musical learning using life-world phenomenology as a theoretical framework, a brief description of which follows.Phenomenology: A Way of ThinkingAt the turn into the twentieth century, the German philosopher, Edmund Husserl (1859-1938), named his philosophical approach phenomenology, and with that the development of modern phenomenology began. Phenomenology is both a method and a way of thought.4 He distinguished the fundamental principle of phenomenology as—'back to the things themselves.' According to Husserl it is through experiences that we gain access to things themselves. The concept of experience was essential to his formulation, and it became a key signature for the whole of phenomenology. His starting-point was how the world is experienced in a subjective way, and the aim was to find a way to describe the meaning of these subjective experiences. In other words, phenomenology has been summarized as a description of how the world is experienced by the person in the world.Various thinkers have interpreted phenomenology in different ways. Jan Bengtsson5 emphasized that phenomenological method should be named in the plural as methods. The phenomenology of the life-world, which was developed as an alternative to the so-called epoché, the special method of transcendental phenomenology, is a philosophy of the life-world without transcendental reduction. It is the life-world that constitutes the basis of our lives. It is the everyday world of our experiences, which we take for granted and where we live our lives. In other words it is the life-world that constitutes people's being-in-the-world.6 Through our existence we experience the concrete world in all its complexity, which is both historically and contextually dependent. Consequently... (shrink)

The odds of encountering a senior citizen selling on the street have increased. The claim that they have no choice but to work and sell on the street, despite the dangers, illnesses, and psychological issues they may face, to provide for their family’s needs is very evident. Therefore, this study explores the quality of life, lived experiences, challenges, and coping mechanisms of senior citizen street vendors in Bulacan, Philippines. The study employed Heideggerian Phenomenology and Interpretative Phenomenological Analysis (IPA). Moreover, the (...) following themes arise (1) Golden years, (2) Socially connected, and (3) Unknown journey. These themes highlighted the experiences and challenges faced by the participants. Moreover, it is highly suggested that local government agencies enhance and strictly monitor the existing program that alleviates mental and physical health concerns and senior citizens' safety and financial assistance. (shrink)

The disruptions to everyday life wrought by the COVID-19 pandemic include distortions in the experience of time, as reported widely by ordinary citizens and observed by journalists and social scientists. But how does this temporal disruption play out in different time scales—in the individual day as opposed to the medium- and long-term futures? And how might place influence how individuals experience and understand the pandemic's temporal transformations? This essay examines a range of temporal disruptions reported in day (...) diaries and surveys submitted to the Everyday Life in Middletown project, an online archive that has been documenting ordinary life in Muncie, Indiana, USA since 2016. Viewing these materials as instances of life writing, the essay probes the interactions between temporal disruptions and the local setting as they inflect the autobiographical selves our writers construct in their pandemic writings. It shows how living in Muncie—a postindustrial city with its particular combination of historical, demographic, economic, social, and political dynamics—structures the autobiographical stories available to our writers, and how the disruption of time produces new variations and problems for life writing. In the midst of a global crisis, we glimpse the pandemic's reshaping of a local structure of feeling in which a pervasive, local narrative of civic decline frames individual self-fashioning. (shrink)

What makes the paper relevant is modern strategies of neoliberal politics, according to which the political life of citizens is replaced by everyday politics of individuals. It has been established that the modern concepts of everyday politics of homo sacer and homo sucker contain the limit of ideas about the political life of citizens. The paper considers an ontological model of the political life of citizens built on the basis of thinking as form-of-life (Agamben). The (...) return to the ontological level of research can be explained by the fact that in modern conditions, the survival of a person depends directly on the person’s ability to think. Thinking as the form-of-life of a community is seen as a force that allows citizens to resist not only the inertia of social existence, but also the life watched carefully by the authorities. The paper presents two interpretations of political life based on the following statements: ‘I think, therefore I resist’ (Badiou) and ‘I resist, therefore I think’ (Arendt). (shrink)

The purpose of the study is to substantiate and develop the author's model of the structure of the life world of a modern person based on the analysis of fundamental sociophilosophical ideas about the structuring of the human life world. The scientific novelty consists in generalizing the views of various representatives of the phenomenological direction on the human life world and structuring the life world of a modern person, taking into account such factors as the socio-biological nature of a person, (...) the multidimensional nature of the human psyche and the peculiarities of the space of everyday life of a modern person. As a result, it is proved that the structure of the life world of a modern person is nothing more than a three-component system formed by the "objective world", reflecting the biological essence of a person and the experience of scientific research accumulated by mankind, the "social world", reflecting the social essence of a person and the moral and ethical norms developed by mankind, the" inner world", reflecting the peculiarities of the functioning of the human psyche in cognitive, emotional, evaluative and behavioral aspects. (shrink)

Ibogaine is a hallucinogenic alkaloid, derived from Tabernanthe iboga, a plant unique to the rainforests of West Africa. Its traditional use as an epiphanic sacrament in local magico-religious practice inspired its appropriation by Western drug addicts by whom it is now hailed as both a catalyst of psychospiritual insight and an effective alleviator of cravings and withdrawal. While scientific and early clinical studies confirm its role in reducing physical withdrawal and craving, debate continues concerning the significance of its “visionary” properties. (...) An analysis of many addicts’ testimonies of recovery, however, places the visionary experience at center stage. I set out to understand mechanisms of transformation and healing, via a comparative phenomenological exploration of this experience, through the opposing lenses of psychoanalysis and cultural constructivism. I propose that at the heart of the healing encounter is a culturally shaped creative journey to an imaginal unspoilt state in personal or collective history. How this experience is recovered and integrated into life is critically considered. I argue a secular account is vital as the ibogaine scene strives toward social and medical legitimacy. If and how such a framework can sit alongside spontaneously emergent spiritual and religious idioms and experience will also be tentatively explored. (shrink)

The COVID-19 pandemic caused unexpected and unavoidable changes in daily life worldwide. Governments and communities found ways to mitigate the impact of these changes, but many solutions were inaccessible to people with visual impairments. This work aimed to investigate how blind individuals subjectively experienced the restrictions and isolation caused by the COVID-19 pandemic. To this end, a group of twenty-seven blind and seventeen sighted people took part in a survey addressing how COVID-19 impacted life practically and psychologically, how it affected (...) their daily habits, and how it changed their experiences of themselves and others. Results demonstrated that both sighted and blind individuals had a hard time adapting to the new situation. However, while sighted people struggled more with personal and social aspects, the frustration of the blind population derived mostly from more practical and logistical issues. Likely as consequences, results showed that blind people engaged more in their inner life and experienced fear and anger as main emotions. This study suggests that changes in life associated with COVID-19 have been subjectively experienced differently based on the presence or not of blindness, and that tailored future interventions should be considered to take care of the different needs of blind individuals. (shrink)

Hujjat al-Islam Imam al-Ghazali is a thinker, mystic, jurist, and theologian who has still influenced today since his time. In his al-Munqidh min ad-Dalal, he writes about how he survived the crisis that his inquiries about life had driven him to depression. Due to the distress caused by the crisis in him, he left the place where he lived and moved away from people. During this abandonment, he confesses his experiences, inquiries, introspection, and ways of getting to know himself in (...) al-Munqidh. In this article, I will try to understand how he reached guidance from this crisis, what his method was, and how he gained personal religious experience. I will examine the differences and similarities of the way of Sufism from the clergy, where the concept of rational theosophy corresponds in al-Ghazali’s thought. He shows us the limits of reason on the way to reach precise information. He talks about realities that cannot be explained within these limits, what he has learned in the uzlat, and why the love for the world is dangerous. The reason why al-Ghazali returned to social life is explained with the idea of 'fiqh of priorities' in Islam. Al-Ghazali attributes the "nour" that descends to his heart to the will of God in explaining his salvation from the turning point in his life. (shrink)

This study focuses on influence that older adults, living in nursing homes, have over everyday activities. Everyday activities are key to sustain a sense of stability, predictability, and enjoyment in the local world of people's everyday and therefore a critical dimension of the person‐centeredness framework applied within gerontology. This narrative ethnographic study aimed to shed light on how influence can be situated contextually, and how it can emerge through activities as well as how it is negotiated in (...) everyday by frail older adults living in a nursing home. Residents, staff members, and significant others from one nursing home in an urban area of Sweden participated in this study. Data were gathered through fieldwork, including participant observation and formal and informal conversations during a period of 6 months. Data were analyzed through a narrative interpretative approach. The findings are presented in narrative form as exemplars. The exemplars—Craquelures as justification, Seeking a place for other life worlds and An almost perfect trip—reveal a gap between the client‐centeredness framework and lived experiences regarding older adults’ influence in everyday activities. The role of everyday activities in the context of frailty is discussed in terms of ethical and responsive engagement, and implications for health‐care practices are considered. (shrink)

Individuals actively and continually construct the knowledge required for their working lives. Two outcomes arise from this constructive process: (i) individual change (i.e. learning) and (ii) the remaking of culturally-derived practices comprising work. These arise through a relational interdependence between the contributions and agency of the personal and the social. The relationship is interdependent because neither the social nor personal contributions alone are sufficient. The social experience is important for articulating and providing access to work (...) performance requirements. However, personal factors such as individuals' capacities, subjectivities and agency shape how workers interpret and engage with what they experience and, consequently, how they learn and remake practice throughout their working life. This case is elaborated through a discussion about learning with considerations of intersubjectivity, personal epistemologies, pedagogy and curriculum as experience. (shrink)

Digitization and datafication of public space have a significant impact on how cities are developed, governed, perceived and used. As technological developments are based upon political decisions, which impact people’s everyday lives, and from which not everyone benefits or suffers equally, we argue that ‘the smart city’ should be part of continuous public debate; that it should be considered and treated as a social problem. Through nine focus groups, we invited respondents to explore and discuss instances and dilemmas (...) of the smart city. We investigated which interpretative repertoires they used to frame the smart city as a social and actionable problem. Following Blumer's and Gamson's theories on the social construction of problems and on collective action frames, we assessed respondents’ discursive interpretations and their subjective construction of their senses of injustice, agency and identity regarding this subject. We find that – in the context of the city of Rotterdam in The Netherlands – citizens do not experience and consider the smart city as a social and actionable problem. Although they do associate the technological development of smart cities with potential threats, this does not change or constrain their sense of ‘actionability’, nor their behaviour, as they consider themselves to be powerless individuals regarding what, in their eyes, is a complex, elusive and inevitable situation they are confronted with. Strikingly, rather than specifically and contextually reflecting on smart city issues, respondents tended to express their concerns in the more general context of digital and data technologies invading everyday life. (shrink)

In 2005 The Institute for Philosophy and Social Theory has undertaken a reputed interview, based on identical methodology but on a reduced sample in six towns in Serbia. The objective was to examine how citizens see the circumstances in society today, five years after the October turn, and what conditions their attitudes towards: the policy of new democratic powers, of democratic parties and those of the ex-regime, as well as towards the problems they are confronted with, and whether (...) the initial optimism has gone and why. The results obtained by this interview show that after five years of experience with democratic transition the interviewees are more critical regarding the actual democratic policy, and more likely to forget the reasons created by the former regime as obstacles to a successful democratic transition. For this reason, disappointment has grown, and an initial optimism gives its place to pessimism, with vanishing of the hope in the possibility of radical democratic change. This makes it possible to give a chance to the Radical Party in a future election. But, in spite of current confusion among citizens produced by the examined state of affairs, as well as the ambiguities in certain attitudes, this inquiry suggests that the interviewees have provided a quite realistic evaluation of the actual conditions in Serbian society today, and that their criticism, which arises from disappointment, does not completely cancel a positive attitude towards democratic transition, since their criticism results from dissatisfaction with the unrealized democratic principles and values after October 5th. Institut za filozofiju i drustvenu teoriju je obavio 2005. ponovljeni intervju, radjen istom metodologijom, ali na skracenom, desetoprocentnom uzorku i u sest gradova Srbije, sa ciljem da se proveri sta se promenilo u vidjenju gradjana o politici u drustvu posle pet godina od oktobarskog prevrata i sta uslovljava njihove stavove prema: politici demokratskih vlasti, prema strankama bivseg rezima i problemima sa kojima se suocavaju, kao i da li je nestao pocetni optimizam i zasto. Rezultati pokazuju da su posle petogodisnjeg iskustva ispitanici kriticniji prema politici demokratskih vlasti, skloniji da zaborave razloge koje je proizveo bivsi rezim kao prepreke za demokratski preobrazaj drustva, te da je poraslo razocaranje i nezadovoljstvo postignutim, a pocetni optimizam sve vise ustupa mesto pesimizmu i gubljenju nade u mogucnost radikalnijih demokratskih promena, sto uslovljava i stav o mogucem davanju sanse radikalima na sledecim izborima. Ali i pored zbunjenosti gradjana zbog nastale nepovoljne situacije i ambivalentnosti izvesnih stavova, istrazivanje sugerise da su ispitanici realnije procenili aktualno stanje drustva i da kriticnost, koja proizlazi iz nezadovoljstva zbog neostvarenih obecanja, ali i zbog neartikulisanih ciljeva razvoja, ne potire u potpunosti pozitivni stav prema demokratskoj transformaciji, buduci da se kritika uglavnom pokazuje kao rezultat razocaranja sto se ne ostvaruju demokratski principi posle 5. oktobra. (shrink)

Captured in narrative textual form through open-ended and tape-recorded interview conversations, visitor experience was interpreted to construct a description of visitors' relationships to place while at the same time providing insights for those who manage the national park. Humans are conceived of as meaning-makers, and outdoor recreation is viewed as emergent experience that can enrich peoples' lives rather than a predictable outcome of processing information encountered in the setting. This process-oriented approach positions subjective well-being and positive experience in the ongoing (...) processes and activities that comprise our life pursuits rather than in particular end states toward which behaviors might be directed as in the case of end state frameworks. Several themes emerged in the interpretation across narratives including a relationship of stewardship/sense of respectful mitigation, socially constructed dimensions of the wilderness concept, which both converged with and deviated from definitions in The Wilderness Act of 1964, humans positioned as both part of wilderness and separate from it, description of a process whereby people form a relationship to protected places, and an awareness among visitors of the overarching management dilemma of how to balance human visitation with protection. Management insights and general implications that emerged from the overall interpretation such as using narrative illustration to enhance visitor education were summarized. It is suggested that the particularities of the setting, in conjunction with the process-oriented creation of meaning via varying levels of physical and social interaction with the setting each play important roles, perhaps at different times, for visitors' relationships to places within the Park. The process of forming long-term relationships to places is highlighted as the common thread running through the interpretation. The value of the national park is seen to lie in these relationships, which are time and context dependent, not necessarily in the attributes of the park, many of which are generic to other protected areas in North America. The dissertation concluded with an evaluation of this interpretation based on these implications and insights and provided direction for further research to learn about the processes involved with forming relationships to protected places. (shrink)

Everyday life practices are one of the focuses of interest for so-called 'sustainable transitions'. Efforts in making daily life more ecological have ranged from awareness-raising and behaviour change strategies to socio-technical innovations, but have produced limited results so far. In a present characterised by a prolonged and multifaceted crisis it is imperative that, as social scientists, we interrogate the (un)sustainability of everyday practices from a more critical angle, linking them to reflections about capitalism's ecological destructiveness. One fruitful (...) way of doing so is to interrogate the dimension of subjectivity as a space where collective discourses, practices and desires are embodied in concrete experience and actions. Drawing on ethnographic material on everyday energy use, I suggest that contemporary ways of living certainly contribute to the overall reproduction of capitalism and yet, in the (dis)juncture of the crisis, more sustainable livelihoods can be experimented with and prefigured. Subjectivity is one crucial dimension in which this process unravels. (shrink)

This is an essay based on a story with observations, about present and sparkling moments from everyday life coexisting with a mother living with dementia. The story is used to begin philosophical underpinnings reflecting on ‘how it could be otherwise’. Dementia deploys brutal existential experiences such as cognitive deterioration, decline in mental functioning and often hurtful social judgements. The person living with dementia goes through transformation and changes of self. Cognitive decline progressively disrupts the foundations upon which (...) class='Hi'>social connectedness is built, often creating a profound sense of insecurity. The challenge for carers and healthcare professionals is therefore to find ways of clarifying a concept of agency. It will be worthwhile developing the ability of attuning into ‘what is there’ arising from every corner of the care situation. Understanding and practicing this can strengthen existence and the experience of connectedness and meaning, empowering the person with dementia. It is important to find ways, relational moves, in which carers and healthcare professionals can embed the creativity appearing in mundane everyday situations filled with surplus of meaning, sharing mental landscapes (and embodied relational understanding) with the person living with dementia – seizing and sharing aesthetic moments (verbal and nonverbal) being present together. We argue that carers and healthcare professionals may find this understanding of care useful. This implies looking into a phenomenological‐hermeneutic perspective developing competences as well as practical wisdom understanding and being aware of the creative and innovative possibilities (often preverbal and unnoticed small things) in everyday life of what we, inspired by psychoanalyst Daniel Stern, call sparkling moments of meeting, creating experience with the other that is personally undergone and lived through in the present. (shrink)

In his famous work on the stranger, Alfred Schutz focuses on the interpretative discrepancies between in-groups and out-groups from the per­spective of a stranger approaching a new group. In doing so, Schutz emphasizes that strangers can overcome their strangeness within a social group by adapting to the prevalent cultural patterns. Shifting the perspective from the stranger to the in-group this essay aims to argue that the experience of the Other’s strangeness due to a discrepancy of interpretative schemes is only (...) one dimension of how the stranger is perceived in everyday life. A second dimension can be derived from Schutz’ work on appresentation. This essay will follow four analytical steps. First, this essay summarizes the Schutzian approach on perceiving the Other as a taken-for-granted part of everyday life within an assumed intersubjective understanding based on an assumed reciprocity of perspectives. Referring to Eberle’s description of an irreciprocity of perspectives, the second section analyzes the Schutzian stranger based on an intersubjective understanding. The third section then focuses on the appresentational pro­cesses of perceiving the stranger in everyday life. By using Goffman’s distinction between virtual and actual social identity, the interplay of categorizing and experiencing the Other in everyday life can be described. Finally, considering the question of how it comes that people can find themselves strangers in their own society, this paper closes by merging the argumentation with a description of the Schutzian perspective on the processes of stigmatization. (shrink)

Empirijsko terensko istrazivanje obavljeno je u 20 gradova n Srbiji metodom dubinskog intervjua sa ciljem da se ispita kako su sami gradjani doziveli poslednje godine rezima Slobodana Milosevica i nastale promene posle 5. oktobra 2000. Paznja je bila usmerena na stavove ispitanika o uzrocima pada bivseg rezima, o razlozima koji su ih motivisali da se (ne)angazuju u borbi za drustvene promene, o dozivljaju 5. oktobra, o promenama nastalim posle demokratskog prevrata, pretnja novoj vlasti, kao i prema medjunarodnoj zajednici i odnosu (...) prema ratnim zlocincima, sa posebnim osvrtom na stav prema Haskom sudu. Dokumentacija koja je prikupljena bice obradjena kvalitativnom metodom koja omogucuje da se odgovori razmatraju u kontekstu svakodnevnog zivota ispitanika i sacuvaju originalni stavovi koji se razlikuju od uobicajenih shema iz dnevne stampe i zvanicnih izvestaja. (shrink)

The anthropological approach to the concept of identity is needed because “identity” is not naturally “given”, but it is culturally defined and constituted, for human beings live in cultural settings as “a second nature of man”; so they are humanly conditioned and conceptualised in different “ways of peoples’ lives”. Being that culture makes an essential context of social life and of the personality foundation, it provides the pattern of the common way of living and thinking of the communal experiences (...) as a value-referential framework upon which definitions and interpretations of identities rely. Thereby, cultural paradigm enables researches to understand what identity expresses in different socio-historical conditions and ideological connotations, assuming that this concept is dynamic vs. the other one, e.g. national pattern of identity which is narrow as well as exclusive; and as a static category, it does not suppose possibility of change. In the paper a traditionally oriented conceptualisation of identity in Serbia will be also treated, together with its influence upon the slow changes within a democratic transition during the new millennium. (shrink)

It is well known that the European cultural space has been developing under the slogan of secularization over the last five centuries. It is social secularization that has become one of the main forces that has shaped the modern image of Europe. Secularization has affirmed the secular spirit inherent in modern man. Therefore, we Europeans now live in a secularized society. This is manifested in the fact that the appeal of citizens to God, the scale of appeals to (...) religious interpretation in finding out different aspects of reality, the participation of religious institutions in solving life's problems of society and personality are significantly reduced. The language of religion and its concepts are increasingly distant from everyday experience. There is less and less mutual space between the life of the modern world and church preaching. According to P. Berger, "the current situation does not contribute to the truth of the authority of religion.". (shrink)

_Encountering Bigotry_ examines the occurrence of emotionally fraught and socially provocative expressions, such as racism, sexism, homophobia, anti-Semitism, classism, and other forms of hatred of outgroups or others, in everyday experience. The editors categorize such remarks as projections, particular forms of perceiving oneself and others in the world. This projection allows the person to perceive emotional intensity without owning the feeling or experiencing anxiety-producing emotions. Such projections are not pathological, they observe, but rather "faulty" and not beyond repair. Utilizing (...) experiences gathered from various people and settings, and deriving theory from common psychoanalytic and Gestalt therapy, the observations and conclusions found in _Encountering Bigotry_ are as applicable in any social context as they are in the therapeutic relationship. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.2 (2003) 61-72 [Access article in PDF] From Personal to Social Transaction:A Model of Aesthetic Reading in the Classroom Mark A. Pike This article seeks to define more precisely the nature of the individual transaction that occurs between reader and text and the potential for aesthetic reading in literature classrooms by relating knowledge of the way pupils engage in literary transactions to (...) theoretical perspectives that address the issue. The validity of Louise Rosenblatt's transactional theory of the literary work, expounded in Literature as Exploration and The Reader, The Text, The Poem, and its relevance for contemporary educators, particularly in the field of English education, has recently been reasserted by Jeanne Connell in her timely and cogent article in this journal. 1 The present article, however, seeks to refocus debate by problematizing and subsequently developing some aspects of key theories such as Rosenblatt's while examining the individual and social nature of reading in schools. Rosenblatt's view that aesthetic experiences can have both social origin and effect certainly deserves further theorizing if aesthetic experience in school communities and classrooms is to flourish.The influence of John Dewey's Art as Experience upon Rosenblatt is evident as this seminal text conceives of our primary task as the restoration of "continuity between the refined and intensified forms of experience that are works of art and everyday events." 2 Such continuity with experience is vital because, for Dewey, "experience is the fulfillment of an organism in its struggles and achievements in a world of things, it is art in germ." 3 Applying such a notion to education in schools, Rosenblatt saw the aim of literature lessons as the growth of experience rather than the acquisition of knowledge. Yet, despite such progress, in the United Kingdom, teachers of English are in the unenviable position of having to deliver an extensive body of knowledge prescribed by the National Curriculum and also to focus explicitly upon the features of certain types of text as they teach the National Literacy Strategy. 4 In Rosenblatt's work the emphasis on our experience of [End Page 61] literary works provides a much needed alternative to positions such as that adopted by New Criticism where "it is never what a poem says which matters, but what it is" because we acknowledge we can only ever gain access to what a poem says as "the sentence that seems to need no interpretation is already the product of one." 5 Clearly, understanding the reader's transaction with texts is where we must begin if we wish to foster aesthetic reading in our classrooms.Transactional theory also appears to be closely related to Martin Heidegger's thought in Being and Time where Dasein (givenness, existence, being) is seen as a distinctive characteristic of the human being as our consciousness projects things of the world and is also subjected to the things of the world which belong to us, in some sense, only as long as our consciousness is projecting them. 6 The validity of Dewey's view, where experience is not separated from art, can be seen when we acknowledge that we can "never adopt an attitude of detached contemplation, looking down on the world as if from a mountain top" for we are "inevitably merged with the very object of our consciousness." 7Such a view reflects Hans-Georg Gadamer's position in Truth and Method in which Heidegger's explanation of situation is applied to literary theory because, for Gadamer, the literary work cannot appear as a packaged and completed artefact in which meaning is neatly wrapped because it is influenced by a particular reader's actions at a particular moment. 8 Rosenblatt's realistic conception that "each reading involves a particular person at a particular time and place" is developed in this article as it seems that, even now, many reader response critics and curriculum designers "write as though people read literature in a vacuum or in a generalized kind of academic setting" which often does not apply... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.2 (2003) 61-72 [Access article in PDF] From Personal to Social Transaction:A Model of Aesthetic Reading in the Classroom Mark A. Pike This article seeks to define more precisely the nature of the individual transaction that occurs between reader and text and the potential for aesthetic reading in literature classrooms by relating knowledge of the way pupils engage in literary transactions to (...) theoretical perspectives that address the issue. The validity of Louise Rosenblatt's transactional theory of the literary work, expounded in Literature as Exploration and The Reader, The Text, The Poem, and its relevance for contemporary educators, particularly in the field of English education, has recently been reasserted by Jeanne Connell in her timely and cogent article in this journal. 1 The present article, however, seeks to refocus debate by problematizing and subsequently developing some aspects of key theories such as Rosenblatt's while examining the individual and social nature of reading in schools. Rosenblatt's view that aesthetic experiences can have both social origin and effect certainly deserves further theorizing if aesthetic experience in school communities and classrooms is to flourish.The influence of John Dewey's Art as Experience upon Rosenblatt is evident as this seminal text conceives of our primary task as the restoration of "continuity between the refined and intensified forms of experience that are works of art and everyday events." 2 Such continuity with experience is vital because, for Dewey, "experience is the fulfillment of an organism in its struggles and achievements in a world of things, it is art in germ." 3 Applying such a notion to education in schools, Rosenblatt saw the aim of literature lessons as the growth of experience rather than the acquisition of knowledge. Yet, despite such progress, in the United Kingdom, teachers of English are in the unenviable position of having to deliver an extensive body of knowledge prescribed by the National Curriculum and also to focus explicitly upon the features of certain types of text as they teach the National Literacy Strategy. 4 In Rosenblatt's work the emphasis on our experience of [End Page 61] literary works provides a much needed alternative to positions such as that adopted by New Criticism where "it is never what a poem says which matters, but what it is" because we acknowledge we can only ever gain access to what a poem says as "the sentence that seems to need no interpretation is already the product of one." 5 Clearly, understanding the reader's transaction with texts is where we must begin if we wish to foster aesthetic reading in our classrooms.Transactional theory also appears to be closely related to Martin Heidegger's thought in Being and Time where Dasein (givenness, existence, being) is seen as a distinctive characteristic of the human being as our consciousness projects things of the world and is also subjected to the things of the world which belong to us, in some sense, only as long as our consciousness is projecting them. 6 The validity of Dewey's view, where experience is not separated from art, can be seen when we acknowledge that we can "never adopt an attitude of detached contemplation, looking down on the world as if from a mountain top" for we are "inevitably merged with the very object of our consciousness." 7Such a view reflects Hans-Georg Gadamer's position in Truth and Method in which Heidegger's explanation of situation is applied to literary theory because, for Gadamer, the literary work cannot appear as a packaged and completed artefact in which meaning is neatly wrapped because it is influenced by a particular reader's actions at a particular moment. 8 Rosenblatt's realistic conception that "each reading involves a particular person at a particular time and place" is developed in this article as it seems that, even now, many reader response critics and curriculum designers "write as though people read literature in a vacuum or in a generalized kind of academic setting" which often does not apply... (shrink)

Anger is probably one of the mostly debated basic emotions, owing to difficulties in detecting its appearance during development, its functional and affective meaning (is it a positive or a negative emotion?), especially in human beings. Behaviors accompanied by anger and rage serve many different purposes and the nuances of aggressive behaviors are often defined by the symbolic and cultural framework and social contexts. Nonetheless, recent advances in neuroscientific and developmental research, as well as clinical psychodynamic investigation, afford a (...) new view on the role of anger in informing and guiding many aspects of human conducts. Developmental studies have confirmed the psychophysiological, cognitive and social acquisition that hesitate in the pre-determined sequence appearance of anger and rage in the first two years of life. The so-called affective neurosciences have shown the phylogenetic origin of the two circuits underlying the emergence of anger along with its evolutionary role for promoting survival. This view has been integrated by the psychodynamic theory of motivational systems that attribute a double role to anger: on the one hand, this affect works as an inwardly directed signal concerning a pressure to overcome an obstacle or an aversive situation; on the other hand, anger is also an outwardly directed communicative signal establishing differentiation and conflict within interpersonal relationships and affective bonds. Of course, human peculiar mental functioning requires the appraisal of such signals by higher cortical functions and, there is little doubt that the meaning that orientates individual behaviors is, eventually, construed on a social and cultural level. At the same time, everyday life experiences as well as clinical insights into psychopathic, narcissistic and borderline personality pathology clearly illustrate the necessity to correctly interpret and give answers to the basic questions raised around the topic of anger as a basic emotion. (shrink)

In the existing philosophical interpretations of mystical experience (constructivism, essentialism, etc.), its essence is usually seen in the features of "mystical knowledge". At the same time, the value-semantic foundations of mystical experience and its existential aspect remain in the shadows. In this article, the mystical experience is analyzed from the standpoint of the theories of the subject's objective activity - the theory of activity (developed in Russian psychology), enactivism, and the concept of the "life world". It is shown that the (...) essence of mystical experience is manifested not in cognitive, but in value-semantic, existential attitude to the world, which is represented by two groups of value-semantic viewpoints. In the first, the dependence of the subject on the sacred object of mystical experience is expressed, in the second - the volitional focus of the subject on overcoming such dependence, "mastering", "acquiring" the sacred object. These attitudes reflect the duality of the need-motivational sphere of consciousness, which gives the activity of the subject, on the one hand, activity, energy, and on the other, meaning. In mystical experience, the subject of active "development", "acquisition" (which can be both real and virtual) is an imaginative "otherworldly reality". The analysis allows us to conclude that mystical experience is one of the forms of motivational states of consciousness. Its peculiarity is that it is aimed at realizing the need for the harmonization of the subject's relations with the natural and social environment, the subject's finding the meaning of the "existence of his self" in an always open to the future, incomplete life world. It is the motivational basis that gives the mystical experience an improvisational character, as well as a creative, renewing potential (within the boundaries of the sensory-emotional experience of the world by the subject). The article also analyzes the concept of semantic reality. It is shown that the semantic foundations of mystical experience reflect the individually unique aspects of human life, are the result of the interactions of many factors of socio-cultural, individual-personal nature (psychological, medical, pharmacological, gender, psychiatric, etc.). (shrink)

The article explores the semantic potential of social narratives associated with the creation and constitution of the Orthodox Church of Ukraine, which caused a interpretations conflict, marked by conflicting interpretations and differences in meanings that are applied in different contexts. The narrative arranges events in a certain time sequence, accumulates and translates meanings, individual and social experience. The presence of meanings in the interpretation of the narrative depends on the perspective, interpretation horizons and the subject's ability to analyze (...) information and its correct application. The social narrative accumulates a set of stories and messages that are fragmentary and disordered, constructs a coherent plot aimed at finding and defining meanings, and forming social discourse. Social narratives materialized in social structures, orientations, expectations, and stereotypes of their bearers due to everyday modification in the form of simple images, attitudes, and principles. Since each social narrative claims to be exclusive and correct in its own way of understanding events, a clash of narratives and their interpretations is inevitable. A large-scale event determines the modification of social structures, standards, and evaluation criteria, is accompanied by the transformation of everyday life, reveals deep mental layers, and opens up new perspectives. The extraordinary event that was marked by the creation of the Orthodox Church of Ukraine is accompanied by diametrically opposite assessments from the clergy, believers, politicians, experts – from the statement about autocephaly as the only opportunity to achieve unity and recognition of Ukrainian Orthodoxy to the political subtext justification of the new religious organization creation. Church circles represented by representatives of the Ukrainian Orthodox Church of the Moscow Patriarchate claim that the state interferes in the internal Affairs of the Church. The Constitution of the Orthodox Church of Ukraine takes place in the context of the confrontation of two social narratives – the «ukrainian world» and the «russian world». The social narrative «ukrainian world» is based on values rooted in the national soil, but the social narrative «russian world» denies the existence of the Ukrainian nation and the Ukrainian state. Under the patronage of the Russian Orthodox Church, the expression of the ideas of the «russian world» is the Ukrainian Orthodox Church of the Moscow Patriarchate, which enshrines in the minds of believers ideologies about «the common origin of the Ukrainian and Russian peoples», «the common baptismal font», «the unity of the historical space of Holy Rus», «the identity of the East Slavic Orthodox civilization». The Ukrainian Orthodox Church of the Moscow Patriarchate did not support the decision of patriarch Bartholomew to grant autocephaly to the Orthodox Church of Ukraine. Metropolitan Onufriy did not give his blessing to the hierarchs to participate in the Unification Council, which is called «a non-canonical assembly of schismatic groups». The Ukrainian Orthodox Church of the Moscow Patriarchate, according to its primate, has de facto autocephaly, so it is the only canonical local Orthodox Church in Ukraine. In the face of the conflict of public narratives, the Orthodox Church of Ukraine, along with meeting the spiritual needs of believers, contributes to the formation of national identity, the formation of a worldview matrix that will determine the vision of the future development of the country. (shrink)

"The Personal is Political": This was an often-heard slogan of feminist groups in the late sixties and early seventies. The slogan is no doubt open to many interpretations. There is one interpretation which touches on the epistemology of social facts, viz. the slogan claims that in assessing the features of a political system, personal experiences have privileged evidentiary value. For instancte, in the face of third person reports about political corruption, I may remain unmoved in my belief (...) that the political powers are morally upstanding, and it is only when I myself am adversely affected, that I come to change my views. There are two standard patterns of explanation of this type of belief formation: (i) We know that third-person reports may be lessreliable than first-person experiences; (ii) If the third-person reports are no less reliable than first-person experiences, we may just be dealing with a standard pattern of epistemic irrationality. However, we argue that there is also a much more surprising pattern of explanation: under certain conditions, a Bayesian argument can be proffered to the effect that it is rational to change one's beliefs in the face of personal experiences and not in the face of third-person reports, even if these experiences and reports are equally reliable. Hence, the feminist slogan (at least on one particular interpretation of it) receives unexpected support from Bayesian comers. We also show that this pattern of explanation has surprising repercussions on the question of the evidentiary value of miracles in philosophy of religion. (shrink)

The COVID-19 pandemic has drastically changed the lives of people all over the world. In particular, an unprecedented educational crisis has occurred due to the circumstances of physical distancing and remote learning. This article focuses specifically on the meaningful learning experiences in the everyday lives of adolescents during the pandemic. 72 meaningful learning experiences were identified from 11 participants who recorded their specific learning experiences for a week by a means of a journal recorded by themselves. A content analysis (...) was undertaken in order to identify the ecology of the different learning experiences. The results show a prevalence of personal and conceptual learning, a presence of both formal and specifically informal, everyday activities among the meaningful learning experiences detected, the importance of peers, teacher and “learning experiences while alone,” and the use of digital technologies as learning resources; they also reveal the assistance of others in the learning process. The main contribution of this study illustrates how students in everyday life during pandemics are involved in a whole range of different activities both at school and at home. (shrink)

The object of this research is the fragmented everyday life of social life practices. The subject of the research is personal stories realized in storytelling and considered as the result of the creative activity of the subject and a way to overcome the fragmentation of everyday life of modern culture. The authors consider the fragmentation of everyday life as a factor in the desocialization of the subject and the leveling of unified mechanisms of social (...) interaction. Storytelling is defined as a way for a person to consistently present various storylines and broadcast the principles of their personal existence, creating an effect of belonging among recipients and awakening their imagination. The research substantiates that storytelling resources allow a subject to broadcast personal values, creatively express their individuality through virtual self-presentation and respond to current public demands, thereby overcoming the fragmentation of everyday life. As the conclusions of the research, the authors state that public order and social interaction are conditioned by the influence of the narratives of each subject on the foundation of their own being and the formation of a vector of development of all participants in intersubjective relations through the dissemination of the principles of personal existence in the storytelling system. The authors emphasize the creative nature of personal stories, the creation and telling of which is a prerequisite for the formation of unified principles of social existence due to the transmitted ideas about socially acceptable rules and stable patterns of behavior that become a set of rituals. The authors conclude that personal stories allow the subject to overcome fragmented everyday life, move to a qualitatively new level of normative determination, develop a strategy of self-identity and move from a separate way of being to a holistic existence in the context of intersubjective interactions. (shrink)

No philosopher in the second half of the twentieth century or the opening decade of the twenty-first did more to recover the voice of philosophy in the conversation of humankind than John Edwin Smith. From The Social Infinite, his landmark study of Josiah Royce, to "Niebuhr's Prophetic Voice", he has shown in compelling detail how philosophical reflection is relevant to contemporary life. Indeed, virtually all of the eventual developments within contemporary philosophy in recent decades worthy of our unqualified support (...) were ones to which Smith was committed at the outset of his career. He not only anticipated these developments but also pointed the way forward beyond the stultifying impasses of so much contemporary thought. In particular, his conceptions of subjectivity, symbolization, interpretation, experience and philosophy itself provide invaluable resources for twisting free from our present impasses. The essays in this volume make the salience and implications of Smith's writings on these and other topics manifest. The authors assembled here bear eloquent witness to the wit of the man no less than the depth of the philosopher from whom they learned how to take up the urgent task of philosophical reflection in a world riven by seemingly intractable conflicts and characterized by mutual misunderstanding. John E. Smith was a widely learned man; he was also a deeply wise one. Hence, it should be no surprise that he aids us in creating ways to address such conflicts and to counter such misunderstanding. (shrink)

This article suggests a shift in focus from stories as verbal accounts to narrative interpretation of the every day as a resource for achieving person‐centred health and social care. The aim is to explore Ricoeur's notion of narrative and action, as expressed in his arguments on a threefold mimesis process, using this as a grounding for the use of narration to achieve person‐centredness in health and social care practice. This focus emerged from discussions on this matter at the (...) IPONS conference in Gothenburg, 2021. Based on philosophical resources from Ricoeur's notions of narrative and action developed in his arguments on a threefold mimesis process, we propose a wider use of stories in health and social care practices. We suggest expanding from only focusing on verbal accounts to focusing on narrative as a human way to interpret and make sense of everyday life and circumstances and to communicate possible meanings. We discuss how such complementary focus can be a resource in getting patients involved and collaborating in their health and social care and thereby help develop person‐centred practices. (shrink)

In Chinese body culture, the construct of qi 氣—literally translated as breath or energy—is at the heart of several programs of self‐cultivation, as well as other domains of bodily knowledge related to the subjective and inter‐subjective realm of everyday life. Also, among Chinese societies and communities, discourses on qi have assumed social significance in the milieus of politics, religion, and popular culture. Therefore, it appears to be the case that a concern for the qi experience is significant to (...) both the Chinese sensorium and its sociocultural context. However, while this category is ubiquitous, we are still left with the question of how people learn, elaborate, and make sense of it. By drawing from an in‐depth ethnographic study of a group of neidan qigong 內丹氣功 practitioners in Taipei, Taiwan, the aim of this article is twofold. To a greater extent, it investigates what role qigong, a mind‐body practice to cultivate and balance the vital energy, plays in the individual learning, elaboration, and understanding of the qi sensory experience. To a lesser extent, it considers this case study in the broader sociocultural context, in order to demonstrate that a first‐person approach to the qi experience can contribute to understanding the dynamics between embodied learning, consciousness, and society. (shrink)

Democratic school systems are expected to equip students with the knowledge, abilities, and attitudes needed for life as citizens, particularly through social science education. Disciplinary knowledge, derived from the academic counterparts to school subjects, is essential in developing these skills. However, research has also emphasized the importance of life-world perspectives, where students’ experiences are included and taken seriously in teaching. This study suggests that the theory of (civic) narrative competence can function as a bridge between the disciplinary domain (...) and the life-world domain in its focus on how students’ civic reasoning can be developed through teaching. The article uses narrative theory to explore how the students’ civic narratives changed and became more nuanced after a teaching segment focusing on social and political trust. In the article, we demonstrate how the students’ personal experiences colored their interpretations and orientations before the teaching segment and how their civic narratives were developed through the implemented teaching, which provided them with concepts, a theoretical model, and empirical examples. We found that the students did not discard previous perceptions after the teaching segment, but integrated them into their new knowledge and orientations, thus integrating the life-world and disciplinary domains. (shrink)

Just how ordinary was everyday life during normalization in Czechoslovakia? In their discussions of the lives of “ordinary people,” historians have underplayed the fear and secrecy present in the daily experiences of Czechs and Slovaks in the late communist period. In linking writings by dissidents to Czech and Slovak oral histories in the collections of the National Czech & Slovak Museum & Library, I seek to problematize the dissident/ordinary person dichotomy used in recent historiography, and argue that the chasm (...) between these two apparently opposite groups has been exaggerated. Through an analysis of the themes of family, education and mobility, I will show that domestic life was not an escape from politics, but was in itself politicized. From audiovisual interviews, I will glean normalization-era memories of the need for what Václav Havel called “silence” and “mystification”-in the classroom, in the pub and in the home. (shrink)

In this paper, I explore the experiences of women who found refuge in Serbia during the war in the former Yugoslavia. I look at the women's experiences of both leaving home and coping with everyday life in refuge. The exploration of refugee women's experiences is mainly based on analyses of their own stories, which I collected while researching women and war. In spite of all the hardship of their lives, refugee women who fled to Serbia have been treated by (...) Western media, the public and aid organizations as ‘UNPEOPLE’ or as non-existent. Making their experiences visible as women, refugees and citizens is the main purpose of this article. (shrink)

This article proposes "equality" as a topic for interactionist research. By drawing on the perspectives of Herbert Blumer, Alfred Schutz, and Harold Garfinkel, an attempt is made to lay the theoretical groundwork for studying the interpretive and experiential aspects of equality. Blumer's fundamental premises of symbolic interactionism, Schutz's analysis of relevance and typification, and Garfinkel's treatment of reflexivity and indexicality are explicated and applied to the subject of equality. I then draw upon the moral theory of John Dewey to suggest (...) the positive role that interactionist theory and research might play in the resolution of problematic situations that are framed in terms of equality. Collectively, the complementary aspects of Blumer's, Schutz's, Garfinkel's, and Dewey's thought are used to justify and launch a program of research on a neglected yet important topic: the social construction of equality in everyday life. (shrink)