For Work / Against Work
Debates on the centrality of work

"Embodiment, emotion and empathy: A phenomenological approach to apprenticeship learning"

by Gieser, Thorsten (2008)


In The Perception of the Environment (2000), Ingold has argued that differences in cultural knowledge are more a matter of variation in embodied skills than in discursive knowledge. These skills develop through the practitioners' engagement with their environment and in situated social relationships. In order to `discover' for themselves what is taken for granted for experienced practitioners, they have to `fine-tune' their perception through observation and imitation. But how do observations and imitations of others' movements actually transfer into shifts in one's own perception? In her book Loving Nature: Towards an Ecology of Emotion (2002), Milton argued that emotion acts as a learning mechanism to filter attention. I propose that when one observes and imitates in a process of learning, one enters into an empathic relationship with a skilled practitioner. Through synchronization of intentions and movements, emotions spread over and change the practitioners' perception accordingly.


Embodiment, Skill, Dryfus, Heidegger, Cultural Knowledge, Discursive Knowledge, Perception


On Heidegger, Apprenticeship

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