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Abstract
This chapter presents a philosophical view to the concept of boredom [Langeweile] from its forms (bored for …, bored in …, one gets bored) and structural modes (leaving voids and postponing), worked by Martin Heidegger in his classes at the University of Freiburg during the winter semesters of 1929 and 1930. It is intended to rescue a marginal philosophical stance to the traditional positions of Heideggerian thought, being able, in the proposed hermeneutic-phenomenological transit, to interweave their philosophical images with cinematographic narratives that enrich the real understanding of the modernity. We assume boredom and its essence, Langweiligkeit, as the fundamental mood [Grundstimmung] of our era, allowing other mobility of thought to study the phenomena of cultural entertainment as a symptom of the modern disease by distancing the Dasein of the meeting, interrogation, and self-care.
Abstract
This chapter presents a philosophical view to the concept of boredom [Langeweile] from its forms (bored for …, bored in …, one gets bored) and structural modes (leaving voids and postponing), worked by Martin Heidegger in his classes at the University of Freiburg during the winter semesters of 1929 and 1930. It is intended to rescue a marginal philosophical stance to the traditional positions of Heideggerian thought, being able, in the proposed hermeneutic-phenomenological transit, to interweave their philosophical images with cinematographic narratives that enrich the real understanding of the modernity. We assume boredom and its essence, Langweiligkeit, as the fundamental mood [Grundstimmung] of our era, allowing other mobility of thought to study the phenomena of cultural entertainment as a symptom of the modern disease by distancing the Dasein of the meeting, interrogation, and self-care.
This text approaches the design of extended reality (XR) environments from of a somaesthetic standpoint. We currently witness the advent of a world transformed by augmented reality, with implications for how we dwell in it. XR technologies have the potential to transform our engagement with our environment. This text argues that recent developments in XR design can transcend the Cartesian logic of its origins and that an approach informed by somaesthetics has the potential to inform, and indeed transform, design theory and practice in this field. The text takes as a case study; In Darwin’s Garden (2014), a large-scale augmented reality artwork, in order to demonstrate how the design of a new tool can amplify an already familiar embodied action and encourage the participant to engage with and co-curate a different experience of the environment and thereby experience an altered, enactive landscape. The chapter focuses attention on somatic movement, particularly the sensorimotor action of reaching. It is argued that the use of a tool that facilitates reaching can produce an alteration in attitude from the detachment and stasis of the Albertian/Cartesian subject, to an entirely different more active engagement, reflecting a dynamic, 4E (embodied, embedded, extended and enactive) cognitive model.
Abstract
This chapter examines the influence of Dewey’s Art as Experience on 21st century urban teacher education by tracing its themes related to the importance of engagement with works of art in educational contexts through the work of Maxine Greene and Louise Rosenblatt and applying the teachings of these three philosophers in English education teaching methods courses. As Dewey speaks of the nature of perception in the context of having an aesthetic experience, he addresses the need for active engagement in response to works of art. Both Greene and Rosenblatt take up this concept—Greene through art-making as a kind of apprenticeship that opens up learners’ imaginations and allows them to understand the process artists undergo in bringing ideas into the world of concrete reality; and Rosenblatt, through her discussion of the transactional nature of reading literature (which can be extrapolated to other art forms).
I specifically address the use of ekphrastic poetry in a graduate English class taken by first and second year middle and high school English teachers in a graduate program in English education, and include examples of students’ poems and their reflections on their processes and implications for their own teaching practices. The chapter also discusses the process of developing experiences with an intention to help teachers enhance both their content knowledge and their ability to engage their middle and high school students by offering opportunities for creative expression that fosters voice and a sense of agency.
Abstract
Artists bring heightened awareness of sensation and material qualities in the experience of making. In this chapter, I portray the sensate experience of making with paper spurred by artists as embedded living installations in The Corner—a play/making space for under eight year olds in the State Library of Queensland, Australia. I look closely at the experience of making as inherently connected to aesthetics (); in particular making with paper. Three artists make with paper on different days. Each brings different insights of the sensuous qualities and making capacities of paper.
Children and their families make with the artists. Intense focus is experienced. The unlimited possibilities of paper come to be known in a library—a place of books—preserved entities made of paper; yet, in The Corner of the library, paper can be reconfigured—is reconfigured—opening up the wonder of the aesthetic experience of mattering, imagining, and making with paper. Attention to sensation, matter and making were gathered through sensory ethnography (Pink, 2015), aesthetic sensibilities and understanding of the vibrancy of matter (). Performative accounts of artist making experiences with paper are shared to glean what happens in the experiences of making; what we come to sense, to know, to be and connect across generations and communities. Material literacies unfold.