“Here you have a range of typical tools and skills: toaster, bread, refrigerator, coffee maker, knives, forks, plates, and so on. Once you have your breakfast-making routine down, you can bumble bleary-eyed around in the kitchen while making breakfast half-asleep, or with your mind on the important tasks of the day ahead.”
This is also Merleau-Ponty’s body schema in the way he talks about then incorporation of tools (he talks about the blind man with the cane, for example, and how the cane becomes an extension of his embodied being.) When tools become so incorporated they give us unfettered access to that world - the ‘breakfast making’ world… it’s just a part of our being.
My advisor is a Heidegger scholar and my focus has been on Merleau-Ponty and I really enjoy how much M-P pulls from Heidegger even if he refuses to admit it or cite it. It’s an interesting relationship to me.
Thank you for reading, Sean. My reading of Heidegger is definitely influenced by my reading of Merleau-Ponty. Tell me more about your research when you get a chance!
I can see that! I’m still definitely a novice in this world but it’s fun to be at least at the level of “oh wait I recognize that!” when something pops up in writing.
I come from a teaching background, I’ve been teaching science and coaching ice hockey for almost 20 years now and fell into phenomenology when I started my Ed D. My advisor (Matthew Kruger-Ross) is a Heidegger guy, he’s the treasurer of the Heidegger circle and does a lot of reading/writing on Heidegger. He introduced me to Merleau-Ponty and long story short he and I started the PEXE Lab together where we look at phenomenology both as a research method for education research and as a philosophy toward teaching and learning. It sort of surprisingly became my full time thing - never really thought I would enjoy academia as much as I do!
I’m writing my dissertation right now about the entanglement of learning in ecologically grounded places - trying to take outdoor and place based learning a step beyond where we can treat the unfolding of place as constitutive of our unfolding of being rather than as just a resource to use as a backdrop for learning. Drawing on threads from Heidegger, Merleau-Ponty, Michel Serres, Sara Ahmed, and David Abram. Outside of that, my research with Matthew looks more broadly at the state of education, especially what AI incorporation means for pedagogue and learner identities. We’ll be presenting some of that at the IHSR conference in Montreal in August
“Here you have a range of typical tools and skills: toaster, bread, refrigerator, coffee maker, knives, forks, plates, and so on. Once you have your breakfast-making routine down, you can bumble bleary-eyed around in the kitchen while making breakfast half-asleep, or with your mind on the important tasks of the day ahead.”
This is also Merleau-Ponty’s body schema in the way he talks about then incorporation of tools (he talks about the blind man with the cane, for example, and how the cane becomes an extension of his embodied being.) When tools become so incorporated they give us unfettered access to that world - the ‘breakfast making’ world… it’s just a part of our being.
My advisor is a Heidegger scholar and my focus has been on Merleau-Ponty and I really enjoy how much M-P pulls from Heidegger even if he refuses to admit it or cite it. It’s an interesting relationship to me.
Thank you for reading, Sean. My reading of Heidegger is definitely influenced by my reading of Merleau-Ponty. Tell me more about your research when you get a chance!
I can see that! I’m still definitely a novice in this world but it’s fun to be at least at the level of “oh wait I recognize that!” when something pops up in writing.
I come from a teaching background, I’ve been teaching science and coaching ice hockey for almost 20 years now and fell into phenomenology when I started my Ed D. My advisor (Matthew Kruger-Ross) is a Heidegger guy, he’s the treasurer of the Heidegger circle and does a lot of reading/writing on Heidegger. He introduced me to Merleau-Ponty and long story short he and I started the PEXE Lab together where we look at phenomenology both as a research method for education research and as a philosophy toward teaching and learning. It sort of surprisingly became my full time thing - never really thought I would enjoy academia as much as I do!
I’m writing my dissertation right now about the entanglement of learning in ecologically grounded places - trying to take outdoor and place based learning a step beyond where we can treat the unfolding of place as constitutive of our unfolding of being rather than as just a resource to use as a backdrop for learning. Drawing on threads from Heidegger, Merleau-Ponty, Michel Serres, Sara Ahmed, and David Abram. Outside of that, my research with Matthew looks more broadly at the state of education, especially what AI incorporation means for pedagogue and learner identities. We’ll be presenting some of that at the IHSR conference in Montreal in August