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This contribution takes a phenomenological approach to explore the sensuous flow and perceived experiences in practicing movement skills, using the practice of yoga as a case study. The article focuses on the role of perception and the anonymous aspect of the body's responses in practicing skills and capabilities to move, with yoga as an example. The author uses a phenomenological framework, highlighting how passivity and sensuous flow is available in the practice of yoga. Edmund Husserl's concepts of passive synthesis and Thomas Fuch & Sabine Koch interpretation of bodily resonance and Kym Maclaren's “letting be” are used as analytic frames to illuminate how movement experiences are dependent on bodily awareness towards the ground, without demanding conscious willpower or focus on force, but listening and sensing with and from the body. The article aims to illuminate the ambiguous character of how movement experienced from a first-person perspective gains importance by understanding oneself, others, and the world as reciprocal and intertwined phenomena.

This article outlines a conception of emotions as mediopassive processes based on an understanding of the affective as situated felt-body phenomena. On these grounds, in the second part of the text, a form of emotional ability is introduced. It is described as the subject's ability to mindfully feel and perceive her emotions in such a way that it allows her to both attend and subtly conduct the unfolding of the emotions' dynamic gestalt. A philosophical grasp of this ability can illuminate the vast middle ground between affect suppression and being overwhelmed by emotions, foregrounding a balance between mindfully controlling and surrendering to emotions. [ABSTRACT FROM AUTHOR]

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Bodily knowledge has received increasing attention in both national and international research and discussions in education research have been ongoing since 1996. However, teacher education still lacks focus on bodily knowledge as part of student teachers' professional development. This article uses reflection notes from 16 student teachers to investigate the following: What is the significance of knowledge about the bodily interaction between student teachers and pupils for the student teachers' professional development? The research questions are as follows: What bodily experiences from their encounters with pupils during practicum do primary and lower secondary school student teachers write about in their reflection notes? How much significance do student teachers attach to their bodily experiences in the choices they make at the point of teaching? The analysis demonstrates how the students' movements, bodies, touches and gazes in the encounter with pupils impact what they think, feel and do at the point of teaching. The analysis also brings forth how the student teachers' bodily resonances are created and expressed in the interaffective interaction with pupils. Finally, the authors discuss how the student teachers' bodily experiences can be integrated as a topic in teacher education. The study demonstrates that more research is needed in order to develop knowledge about the importance of bodily experiences in teaching and learning. [ABSTRACT FROM AUTHOR]

The paper argues that all emotions possess a spatial and objective, social character. We can gain access to them only insofar as we are affected by them in a felt-bodily way. Therefore, we need a conception of felt embodiment if we are to achieve a philosophical understanding of the spatial character of emotions. Different phenomena, ranging from the atmospheres of landscapes to shared and individual emotions, illustrate the theses concerning the spatiality of emotions and atmospheres, exemplified by the social contrast of emotions, among other things. The next step clarifies why we should distinguish between the emotion itself and the felt-bodily affection by the emotion. By means of distinctions between two types of felt-bodily or corporeal interaction, a unipolar and a bipolar form, we can gain a better understanding of the spatial character of emotions but also how resonances of emotions work. One result of our examination is that we can explain why positive collective emotions become more intense through shared bodily experience.

The subject of the article is a critical investigation of research concerning age and dance. Our objective is to investigate whether and how researchers express their ideas about dance and age in a selection of research papers. We are particularly interested in whether researchers are reproducing an instrumental understanding of age in the context of dance and whether discourses of dance define bodies as older or younger in ways that differ from the definitions used in other social contexts. What kind of assumptions about the abilities of dancers form the baseline expectations of researchers? We wonder if harming the body is an implicit part of dance practice that operates as a tacit premise in the understanding of age and dance. Through a document analysis of several research texts on dance and age, we try to identify what kinds of meanings, expectations, and bodies such documents convey and produce. One of our findings from the analysis of the literature is that young dancers from western European countries and the U.S. are concerned with age throughout their entire career, while in dance practices in Japan, being an older dancer is regarded as a as a value that gives flavor and energy to both to aging and dance in a shared interaffective and mutual space.

I denne studien er kroppsøvingslæreres tolkning av elevers bevegelsesaktivitet og –opplevelse i kroppsøvingstimene drøftet innenfor en kroppsfenomenologisk teoriramme. Spørsmålet som er blitt stilt er: På hvilken måte kan kroppsfenomenologiske begreper bidra til å utdype denne tolkningsprosessen, og i videre sammenheng belyse faglig-didaktiske perspektiver i kroppsøving? Denne drøftingen, som baserer seg på relevante litteraturbidrag fra et kroppsfenomenologisk forskningsområde, kommer fram til at teori fra dette feltet belyser at læreren koordinerer egne didaktiske handlinger i tråd med elevens bevegelsesaktivitet, og persiperer, tolker og forstår elevens bevegelsesaktivitet og –opplevelse gjennom egne handlinger i undervisningen. Trådene mellom didaktiske handlinger og elevens atferd kan imidlertid bli løsere sammenvevd fordi den sosiale interaksjonen i undervisningen skjer så raskt at det lærere husker fra timene, blandes med gjetninger. Dette indikerer at tolkningsprosessen er kompleks, og at utfallet av den ikke er pålitelig i alle tilfeller. Teori om tolkning og innlevelse må dessuten presiseres på et viktig punkt, fordi innlevelsen i elevens livsverden kan aldri bli total. En kan aldri ende opp med å bli den andre. På den annen side er ikke forskjellen mellom lærer og elev en ufullkommenhet eller mangel, den er derimot konstitusjonell og til nytte i det videre arbeid med innsikter i tolkningsprosessen, noe som diskuteres i tilknytning til begrepene kroppslig resonans, kinestetisk sammenfletting og lærerens patiske kunnskap i studien.

Embodiment approaches to cognition and emotion have put forth the idea that the way we think and talk about affective events often recruits spatial information that stems, to some extent, from our bodily experiences. For example, metaphorical expressions such as “being someone’s right hand” or “leaving something bad behind” convey affectivity associated with the lateral and sagittal dimensions of space. Action tendencies associated with affect such as the directional fluency of hand movements (dominant right hand-side – positive; non-dominant left hand-side – negative) and approach-avoidance behaviors (forward – positive; backwards – negative) might be mechanisms supporting such associations. Against this background, experimental research has investigated whether positive and negative words are freely allocated into space (e.g., close or far from one’s body) or resonate with congruent (vs. incongruent) predefined manual actions usually performed by joysticks or button presses (e.g., positive – right; negative – left, or vice versa). However, to date, it is unclear how the processing of affective concepts resonate with directional actions of the whole body, the more if such actions are performed freely within a context enabling both, lateral and sagittal movements. Accordingly, 67 right-handed participants were to freely step on an 8-response pad (front, back, right, left, front-right, front-left, back-right, or back-left) after being presented in front of them valence-laden personal life-events submitted before the task (e.g., words or sentences such as “graduation” or “birth of a child”). The most revealing finding of this study indicates that approach-avoidance behaviors and space-valence associations across laterality are interwoven during whole body step actions: Positive events induced steps highly biased to front-right whereas negative events induced steps highly biased to back-left.

Embodiment approaches to cognition and emotion have put forth the idea that the way we think and talk about affective events often recruits spatial information that stems, to some extent, from our bodily experiences. For example, metaphorical expressions such as "being someone's right hand" or "leaving something bad behind" convey affectivity associated with the lateral and sagittal dimensions of space. Action tendencies associated with affect such as the directional fluency of hand movements (dominant right hand-side – positive; non-dominant left hand-side – negative) and approach-avoidance behaviors (forward – positive; backwards – negative) might be mechanisms supporting such associations. Against this background, experimental research has investigated whether positive and negative words are freely allocated into space (e.g., close or far from one's body) or resonate with congruent (vs. incongruent) predefined manual actions usually performed by joysticks or button presses (e.g., positive – right; negative – left, or vice versa). However, to date, it is unclear how the processing of affective concepts resonate with directional actions of the whole body, the more if such actions are performed freely within a context enabling both, lateral and sagittal movements. Accordingly, 67 right-handed participants were to freely step on an 8-response pad (front, back, right, left, front-right, front-left, back-right, or back-left) after being presented in front of them valence-laden personal life-events submitted before the task (e.g., words or sentences such as "graduation" or "birth of a child"). The most revealing finding of this study indicates that approach-avoidance behaviors and space-valence associations across laterality are interwoven during whole body step actions: Positive events induced steps highly biased to front-right whereas negative events induced steps highly biased to back-left. [ABSTRACT FROM AUTHOR]

There is a growing body of research on cultural diversity, discrimination and racism in physical education teaching and practice. However, although 'cultural diversity' is a central concern in research, curriculum and policies of higher education, it is not clear how and in what ways students and teachers should consider cultural diversity. Drawing on qualitative interviews with teachers and students in a Norwegian physical education teacher education (PETE) programme, we investigate how and in what ways students and teachers regard cultural diversity in that context. We suggest that cultural diversity is not sufficiently understood when it is assumed that knowledge about particular positions or identity categories (white, black, minority, majority) is fixed. Our findings indicate that cultural diversity is visible in movement and in bodily resonance between people. These findings present a strong argument for recognition of the relational, embodied and social aspect of cultural diversity in PE. [ABSTRACT FROM AUTHOR]

The present paper analyses synesthesia in autism (ASD) and neurotypical experience. The way synesthesia has been interpreted within the history of phenomenology and psychopathology should prepare a philosophical access to autism and its subjective condition. The paper draws on the basic assumption that synesthesia reveals the presence of sensible networks and crossmodal connections beneath the framework of objective reality. Synesthesia, it is argued, confronts us with a specific dimension of the world beneath the essential structures of a material apriori, as it is elaborated within husserlian phenomenology. Experience in autism has close connections with such an alternative ontological setting. Asa matter of fact, autistic self-advocates often describe moments of a deep immersion into sensible experience, in which different sensorial events come to 'resonate' with one another. Resonance is thus interpreted as a fundamental ontological connector within an experiential framework that is not subjected to abstract concepts and causal thinking. [ABSTRACT FROM AUTHOR]

This contribution takes a phenomenological approach to explore the sensuous flow and perceived experiences in practicing movement skills, using the practice of yoga as a case study. The article focuses on the role of perception and the anonymous aspect of the body's responses in practicing skills and capabilities to move, with yoga as an example. The author uses a phenomenological framework, highlighting how passivity and sensuous flow is available in the practice of yoga. Edmund Husserl's concepts of passive synthesis and Thomas Fuch & Sabine Koch interpretation of bodily resonance and Kym Maclaren's "letting be" are used as analytic frames to illuminate how movement experiences are dependent on bodily awareness towards the ground, without demanding conscious willpower or focus on force, but listening and sensing with and from the body. The article aims to illuminate the ambiguous character of how movement experienced from a first-person perspective gains importance by understanding oneself, others, and the world as reciprocal and intertwined phenomena., Competing Interests: The author declares that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (© 2023 Engelsrud.)

According to phenomenological and enactive approaches, human sociality does not start from isolated individuals, but from intercorporeality and interaffectivity. To elaborate this concept, the paper introduces (1) a concept of embodied affectivity, regarding emotions as a circular interaction of the embodied subject and the situation with its affective affordances. (2) This leads to a concept of embodied interaffectivity as a process of coordinated interaction, bodily resonance, and ‘mutual incorporation’ which provides the basis for a primary empathy. (3) Finally, developmental accounts point out that these empathic capacities are also based on an intercorporeal memory that is acquired in early childhood.

This paper is a critical analysis and overview of body image conceptualization and its scope and limits within the field of eating disorders (EDs) up to the present day. In addition, a concept of emotional bodily experience is advanced in an attempt to shift towards a more comprehensive and multidimensional perspective for the lived body of these patients. It mainly considers contributions from phenomenology, embodiment theories and a review of the empirical findings that shed light on the emotional bodily experience in eating disorders. It proposes an 'embodied defense' that leads patients to experiencing their own bodies as objects. This proposal highlights the need for new psychotherapeutic tools in the treatment of EDs that take into account the bodily resonance of emotions and their use for improving adaptive responses to the environment: it calls for helping patients to recover the subjective experience of their bodies. [ABSTRACT FROM AUTHOR]

The subject of the article is a critical investigation of research concerning age and dance. Our objective is to investigate whether and how researchers express their ideas about dance and age in a selection of research papers. We are particularly interested in whether researchers are reproducing an instrumental understanding of age in the context of dance and whether discourses of dance define bodies as older or younger in ways that differ from the definitions used in other social contexts. What kind of assumptions about the abilities of dancers form the baseline expectations of researchers? We wonder if harming the body is an implicit part of dance practice that operates as a tacit premise in the understanding of age and dance. Through a document analysis of several research texts on dance and age, we try to identify what kinds of meanings, expectations, and bodies such documents convey and produce. One of our findings from the analysis of the literature is that young dancers from western European countries and the U.S. are concerned with age throughout their entire career, while in dance practices in Japan, being an older dancer is regarded as a as a value that gives flavor and energy to both to aging and dance in a shared interaffective and mutual space., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2022 Rustad and Engelsrud.)