Encyclopedia of Educational Philosophy and Theory

2017 Edition
| Editors: Michael A. Peters

Merleau-Ponty and Somatic Education

Reference work entry
DOI: https://doi.org/10.1007/978-981-287-588-4_236

Introduction

As a tradition that is explicit about the circularity of philosophy, what is decisive in many ways for phenomenology is entering that circle in what Heidegger calls “the right way” (Heidegger 1962, p. 195). One might pose the following question to that sort of commitment: what, if any, is the descriptively analytical bearing that such an entrance could have on critical perspectives concerning education? This entry is guided by the investigation of a possible answer to that question. Three critical tools concerning the entrance into philosophy are taken from Maurice Merleau-Ponty’s final work, The Visible and the Invisible, and their pedagogical benefits are explored (Merleau-Ponty 1968). These critical tools are included in the hyper-reflective process through which what will be called “pedagogical choreographies” reveal his notion of chiasmi and “chiasmic faith.” To illustrate the educational capacity of these critical tools, their pedagogical efficacy is exhibited...

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References

  1. Dilliard, A. (1989). The writing life. New York: HarperCollins Publishers.Google Scholar
  2. Flannery, O.’. C. (1979). The habit of being. Toronto: McGraw-Hill Ryerson.Google Scholar
  3. Heidegger, M. (1962). Being and time (trans: Macquarrie, R.). New York: Harper and Row.Google Scholar
  4. Merleau-Ponty, M. (1968). The visible and the invisible (trans: Alphonso, L.). Evanston: Northwestern University Press.Google Scholar

Copyright information

© Her Majesty the Queen in Right of Canada 2017

Authors and Affiliations

  1. 1.The New School for Social ResearchNew YorkUSA