in the company of Aristotle, Merleau-Ponty and Højrup
In this paper I will present and discus a line of conceptual relationships – what I will call contact points – between the French phenomenologist Maurice Merleau-Ponty, the ancient Greek philosopher Aristotle and the Danish ethnologist Thomas Højrup . These contact points concerns analytical relations between embodiment, practical forms of knowledge and cultural analysis, and together they constitute central parts of the theoretical frame of reference in my Ph.D. dissertation – still under way. The point of departure for my dissertation is the current problem of academisation of i.e. the teacher education: on the one hand it is constructed on separation of theory and practice through the theoretical teaching and the practical practice periods. And on the other hand this separation in the Danish Teacher Education is attempted to be crossed by demanding that the students should write an academic bachelor thesis founded on experiences from the practice period. The question is this: How are the experiences from the practice period turned into academic reflections? What forms of knowledge does that require? And if these forms are practical, what does embodiment mean to the practical sense? To be able to do these analyses it is necessary to establish a system of concepts which can describe the students’ vocal and bodily expressions of their experiences in their practice periods i.e. on how the site of the practice understands and promotes certain practical forms of knowledge and virtues, and how that is interpreted by the students as carriers of certain life modes. In this paper I will concentrate on the discussions of the conceptual contact points which in spite of all the differences together can meet describing the relations between embodiment and learning from the practice period to the bachelor thesis.
Aristoteles; Merleau-Ponty; Thomas Højrup; Professionsbachelor