Phenomenology of Rhythm: The Role of Rhythm in Written Language

Based on existential-phenomenological perspectives from Merleau-Ponty and Løgstrup, we examine the significance of rhythm for written language skills. Rhythm is both omnipresent and a difficult phenomenon to explore. Methodologically, the article presents phenomenological descriptions and exemplifications, not least a case study of a secondary school student with written language difficulties. Our intention is to illuminate connections between rhythmic perspectives in movement, speech, working memory and language as prerequisites for the acquisition of written language skills. We conclude that rhythm is an essential aspect of our bodily being, and based on the work of Merleau-Ponty, we are able to bring to light relationships between body, rhythm, and written language skills in ways that would not be possible from a natural scientific point of view. Inspired by Merleau-Ponty's analytical approach and the hermeneutic phenomenology of Ricoeur, we will combine an understanding perspective with both human scientific and natural scientific explanations, into a holistic interpretation. The article thus draws empirically on qualitative descriptions of rhythmic phenomena, and theoretically on perspectives from philosophy of language, developmental psychology and neuropsychology, but they are all interpreted in the light of existential-phenomenological ontology

Selvrefleksion som uddannelsesgreb – en kritisk diskussion

Hvordan kan ureflekteret motivation gribe forstyrrende ind i de studerendes videnskabelige arbejde, og hvordan kan man som vejleder forholde sig til disse private forhold på en både faglig og etisk forsvarlig måde? I artiklen vises eksempler på, at studerende nemt kan komme til at agere ud fra ureflekterede motiver i deres (projekt)arbejde med en videnskabelig pro- blemstilling. Vi trækker altid i en eller anden grad på os selv og vores livsverden i vores arbejde med en faglig problemstilling, og dette udgør både en forudsætning for, såvel som en kilde til forstyrrelser af, dette arbejde. Men endnu et aspekt kan gøre det nødvendigt at undersøge de studerendes ureflekterede motiver; menneskefagsstuderende indenfor fx psyko- logi, pædagogik, sociologi motiveres og drages ofte mod at undersøge faglige problemstillinger eller tematikker, som rummer aspekter af det, som de endnu ikke har forstået i deres eget liv. Dette er undringens baggrund, og den skaber et engagement, som er helt afgørende for, at studerende kan tilegne sig en faglig habitus. For at støtte de studerende i deres videnskabelige arbejde kan det dog blive nødvendigt som vejleder også at interessere sig for de studerendes motivation og faglige problemer ud fra et processuelt og psykologisk perspektiv. Dette kan opfattes som en overvågning af de  studerendes adfærd og sproglige udtryk på et niveau, som er privat og ofte ukendt af personen selv. Denne praksis må derfor underkastes en kritisk undersøgelse og diskussion som led i at vise problemstillingerne, og hvordan de kan imødegås. Med disse forbehold argumenteres der for, at en selvrefleksiv opmærksomhed fra vejlederens side er et vigtigt uddannelsesgreb, når studerende skal tilegne sig et selvrefleksivt beredskab til at undersøge deres egen praksis. Selvrefleksion er nødvendig, hvis kandidaterne fra vores uddannelser skal rustes til at opretholde en professionalisme og videnskabelighed i forhold til de problemstillinger de arbejder med, efter uddannelsen.Unreflective motivation can be a disruptive influence on students’ scientific inquiries, but how can we, as supervisors, intervene in these private matters in a professional and ethical way? In the article it is illustrated how easily students can act on behalf of unreflective motives during project work and other scientific inquiries. According to existential phenom- enology, we always make use of ourselves and of our lifeworld during scientific inquiries, and our lifeworld both acts as a basis for this endeavour, as well as a possible derailment of it. Another dimension further highlights the need of an examination of students’ potentially unreflective motives: students with human science subjects such as psychology, sociology etc. are often allured to subjects that contain aspects of what they are still to understand as active themes in their own lives. This is the source of wondering, and it ignites an involvement that is crucial to the students’ embodiment of a professional-academic habitus. As a means to support this process of embodiment and learning supervisors must reflect psychologically on their students’ motives and academic problems. This can be viewed as an act of surveillance of students’ behaviour and expressions at levels that are private and often unknown to the student herself. This practice of surveillance must therefore be subject to a critical examination and discussion, disclosing pitfalls and possible avenues. Despite these reservations, the self-reflective awareness of the supervisor is an important educational grip to support students’ embodiment of self-reflection in their own professional and academic practice. Self-reflection is important, if we are to prepare our students to reflect and act professionally and scientifically in their future line of work