The Phenomenological Mind

Gallagher, Shaun; Zahavi, Dan

doi:10.4324/9780429319792

Cited by 158 publications

(256 citation statements)

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“…Husserl ( 1989 ) describes the kinesthetic experience in terms of its qualitative nature: the dynamics of movement. In this sense, Sheets-Johnstone ( 2020 ) may reinforce the position in which it is not just a pre-reflective awareness of own body that is not very detailed, as proposed by Gallagher and Zahavi ( 2012 , p. 155): “these postural and positional senses of where and how the body tends to remain in the background of my awareness; they are tacit, recessive. They are what phenomenologists call a ‘pre-reflective sense of myself as embodied’.” Instead, consider Sheets-Johnstone's description: “When we move, we kinesthetically feel the dynamics of the movement as they unfold, and insuppressible qualitative dynamics.…”

Section: Overcoming the Bias: Three Kinds Of Proprioceptive-kinesthetmentioning

confidence: 94%

Proprioception in Action: A Matter of Ecological and Social Interaction

2021

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The aim of this paper is to provide a theoretical and formal framework to understand how the proprioceptive and kinesthetic system learns about body position and possibilities for movement in ongoing action and interaction. Whereas most weak embodiment accounts of proprioception focus on positionalist descriptions or on its role as a source of parameters for internal motor control, we argue that these aspects are insufficient to understand how proprioception is integrated into an active organized system in continuous and dynamic interaction with the environment. Our strong embodiment thesis is that one of the main theoretical principles to understand proprioception, as a perceptual experience within concrete situations, is the coupling with kinesthesia and its relational constitution—self, ecological, and social. In our view, these aspects are underdeveloped in current accounts, and an enactive sensorimotor theory enriched with phenomenological descriptions may provide an alternative path toward explaining this skilled experience. Following O'Regan and Noë (2001) sensorimotor contingencies conceptualization, we introduce three distinct notions of proprioceptive kinesthetic-sensorimotor contingencies (PK-SMCs), which we describe conceptually and formally considering three varieties of perceptual experience in action: PK-SMCs-self, PK-SMCs-self-environment, and PK-SMC-self-other. As a proof of concept of our proposal, we developed a minimal PK model to discuss these elements in detail and show their explanatory value as important guides to understand the proprioceptive/kinesthetic system. Finally, we also highlight that there is an opportunity to develop enactive sensorimotor theory in new directions, creating a bridge between the varieties of experiences of oneself and learning skills.

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Section: Overcoming the Bias: Three Kinds Of Proprioceptive-kinesthetmentioning

confidence: 94%

Proprioception in Action: A Matter of Ecological and Social Interaction

2021

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“…My aim was to create thick descriptions of my son’s early interactions with technology and digital media and to juxtapose my observations of my family life and my beliefs shaped from the literature with the AAP’s recommendations on screen media for children under two years of age. Phenomenology reflected my approach to the research as I described my ‘lived experience’ (Gallagher and Zahavi, 2012; Randles, 2012; Schwandt, 2000) and sought to understand how ‘social reality, everyday life [was] constituted’ (Schwandt, 2000: 192) with digital technology. Phenomenology aims to deeply understand and gain plausible insights into the nature of everyday experiences through systematic retrospection (Schwandt, 2000; van Manen, 1997).…”

Section: Methodsmentioning

confidence: 99%

“…Husserl uses epoché as a technical term in phenomenology for the ‘suspension of our natural realistic inclination’ (Gallagher and Zahavi, 2012: 25). In epoché, the aim is to suspend a ‘certain dogmatic attitude towards reality thereby allowing us to focus more narrowly and directly on reality just as it is given’ (Gallagher and Zahavi, 2012: 25).…”

Section: Methodsmentioning

confidence: 99%

Negotiating screen time: A mother’s struggle over ‘no screen time’ with her infant son

Teichert

2020

Journal of Early Childhood Literacy

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The literature on infant and toddler screen time has been built on two traditions—cognitive models of learning and sociocultural models of learning. Cognitive studies have cautioned against the use of screen time for young children because clinical research has not shown children can learn as effectively from screens as they do from human interaction and might delay children’s cognitive development. Conversely, qualitative research has described the social ways children learn and use digital technology through social interactions with other people in their homes. This paper reports on an autoethnographic study of how digital tools were embedded in the everyday ways of life in my home during my son’s first 18 months of life. I present a first-hand account of the tensions I experienced as I grappled with the American Academy of Pediatrics’ recommendation of no, ‘digital media use (except video-chatting) in children younger than 18–24 months’ (p. 3). I juxtapose screen time recommendations with the everyday realities of my life as a first-time mother in the 21st century. Throughout the study, I was enmeshed in two roles—researcher and mother—and drew on phenomenology to describe my infant son and my lived experiences using digital technology in our home. My researcher persona was influenced by the traditions and perspectives of sociocultural theories and new literacy studies and the positive learning that can occur while using digital technology. I noted how digital tools were ingrained in daily moments and ways of life, particularly those which used the TV and smartphones, and could not be removed. Yet, my mother persona felt guilty about our use of digital technology and I struggled with the messages I received from news and social media that warned against screen time for infants and toddlers.

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“…In the case of the swimmers, the question most often relates to how to move through water faster. As Gallagher and Zahavi (2008: 138) note: ‘the environment therefore calls forth a specific body-style so that the body works with the environment and is included in it. The posture the body adopts in a situation is its way of responding to the environment’.…”

Section: The ‘Mindful’ Changing or Development Of Techniquementioning

confidence: 99%

‘Doing’ competitive swimming: Exploring the skilled practices of the competitive swimming lifeworld

McNarry

Allen‐Collinson

Evans

2020

International Review for the Sociology of Sport

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Despite a developing literature on various facets of sporting embodiment, there is currently a research lacuna with regard to in-depth analyses of actually ‘doing’ sporting activities within specific physical cultures. In this article, we address that gap by drawing on a developing theoretical literature in sociological phenomenology to investigate a particular physical–cultural domain. Here, we present and analyse data from an ethnographic study of competitive swimmers undertaken in the UK. Responding to calls to explore the domain of ‘body pedagogics’, we investigate the embodied work involved in the skilled practice of ‘doing’ and learning how to ‘do’ competitive swimming. This embodied work plays a key part in the swimmers’ ability to inhabit the competitive swimming lifeworld. In the analysis, we highlight how the acquisition and ‘habituation’ of these body techniques and skilled behaviours are not achieved simply through the repetitive rehearsal of coherent movements over time. These processes are complex, demanding practical experimentation, discovery and the ability to adapt constantly to changes in the environment and the swimmer’s own corporeality.

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The Phenomenological Mind

Cited by 158 publications

References 0 publications

Proprioception in Action: A Matter of Ecological and Social Interaction

Proprioception in Action: A Matter of Ecological and Social Interaction

Negotiating screen time: A mother’s struggle over ‘no screen time’ with her infant son

‘Doing’ competitive swimming: Exploring the skilled practices of the competitive swimming lifeworld

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