Bernhard Waldenfels, one of the most important thinkers of contemporary German-speaking, bodily anchored, responsive phenomenology, speaks about experience, corporeality and digitality.
In a further three-part interview, Waldenfels answers questions about his new book on Plato, speaking, reading, dialogue and discourse.
I am pleased to inform you that Verkörperungen-(Post-)Phänomenologische Untersuchungen zwischen erziehungswissenschaftlicher Theorie und leiblichen Praxen in pädagogischen Feldern was published on 06.12.2019 in the Springer VS as volume 9 of the series Phänomenologische Erziehungswissenschaft
Children, adolescents and educators are connected to the body in a special way. The body is in motion, in the gaze and demands of others and in the answers to these demands. It embodies itself in relation to others and others. This permanent intermittent shifting, which responds to the activities, objects, goals and expectations of others, constitutes the pedagogical situation in a fundamental way. With regard to body, corporality and embodiment, the pre-linguistic forms of experience take on a special significance in the pre-linguistic and non-linguistic interaction processes, i.e. bodily expressions such as gestures and facial expressions.
But how can this movement of embodiments become the subject matter of research? This volume tries to explore the conditions of productive use. Praxeological, post-structuralist, hermeneutic, ethnographic and videographic explorations in the (post-)phenomenological field of pedagogy are presented. Therefore, idividual, collective, habitual, communicative and mood-related moments of embodiment are presented from social, general, early, curative and primary school pedagogical perspectives.
Carlos Willatt’s dissertation on “Aesthetic Experience and Education – a Phenomenological, Educational Theoretical and Pedagogical Reflection” has been published online: https://edoc.hu-berlin.de/handle/18452/21595
Recently the article was also published in the Zeitschrift für Pädagogik “Ästhetische Bildung und Erziehung. Eine phänomenologische und bildungstheoretische Vergewisserung”:
Carlos has been working in this field for many years. We wish him good luck and success for his further journey in Chile!
Wilfried Lippitz can be regarded as one of the outstanding representatives of phenomenological research on education in German-speaking countries. In the 80s and 90s of the 20th century, together with Käte Meyer-Drawe, he significantly further developed the phenomenological approach. In the context of the turn to the primacy of perception in phenomenology, he has systematically reflected on the phenomena of sociality, corporeality, responsiveness and alterity in countless articles and anthologies and referred them to learning and upbringing, to generation and childhood as well as to identity and subject. This volume provides a collection of historical and systematic studies by Wilfried Lippitz on the theory, history and international spread of the phenomenological research on education of the last two decades. Basic pedagogical concepts such as education, upbringing, foreign experience and pedagogical relationship are framed anew from a phenomenological perspective. Lippitz develops his ideas by reading novels and critically examining authors such as Aloys Fischer and Emmanuel Lévinas. The volume offers a clear introduction to historical, international and current discourses of phenomenological research on education as well as to Wilfried Lippitz’ thinking.
The volume Phänomene der Erziehung und Bildung. Phänomenologisch-pädagogische Studien is now available at:
I would like to share with you this talk on practicing the practice, that I held recently at Nord University in Bodø, Norway.
Here is a link to the video on our Youtube Channel: https://www.youtube.com/watch?v=-glAZtmf850