The Senses in Self, Society, and Culture

Vannini, Phillip; Waskul, Dennis D.; Gottschalk, Simon

doi:10.4324/9780203805985

Cited by 130 publications

(218 citation statements)

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“…There were also suggestions of the role of other senses such as of temperature and movement. This somatic work (Vannini et al 2012) is not passive and created by a pregiven environment; rather it is actively constructed by action and meaning making. Different types of informal learning were best done where there were particular sensory possibilities.…”

Section: Discussion: Informal Learning Spaces As Destinationsmentioning

confidence: 99%

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Space and embodiment in informal learning

Cox

2017

High Educ

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Changes in pedagogy to emphasise independent study and group work have increased the need for informal learning spaces on campuses. University libraries have been quick to respond to this need, partly because of the decline in book lending and partly because of technology enablers. Furthermore, new types of buildings that combine many types of facility, including libraries and informal learning spaces, are being built. This research aimed to explore students' experience of such informal learning spaces, through focus groups and walk with interviews. It was found that the creation of different types of learning atmosphere, should be understood as a multi-sensory experience, and actively constructed by learners themselves. Informal learning spaces are important destinations for students, who have favourite places to study, where they often work alongside companions and find motivation to work in the presence of others.

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Section: Discussion: Informal Learning Spaces As Destinationsmentioning

confidence: 99%

“…This is often rooted in sensory anthropology and the history of the senses (Howes and Classen 2013), but a more sociological account has been developed by Vannini et al (2012). The authors use the term "somatic work" to recognise the active way we construct meaning through the senses.…”

Section: Libraries and Learningmentioning

confidence: 99%

Space and embodiment in informal learning

Cox

2017

High Educ

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“…This efflorescent body of work draws upon insights from anthropology, sociology, and geography in examining the sociocultural, subcultural and historical specificities of sensory experience (e.g. Howes, 1991Howes, , 2006Classen, 1993Classen, , 2012Bull et al 2006;Hockey and Allen-Collinson, 2007;Paterson, 2007;Allen-Collinson and Hockey, 2011;Vannini et al 2011;Low, 2012 as that of proprioception. This latter is the perception of the viscera and the internal spaces of one's body, "of enclosed or encircled corporeal space" (Morley, 2001: 76), part of Leder's (1990) 'recessive body', the body not usually accessible (at a certain level) to us in everyday life, for example the inner organs, and physiological processes such as respiration.…”

Section: The Sensuous Sporting Body and The Auditory Dimensionmentioning

confidence: 99%

“…Vannini et al 2011) is also germane to the current study, and it is to this sensory scholarship that we briefly now turn, attending to the auditory element of the sensorium.…”

mentioning

confidence: 91%

Take a deep breath: Asthma, sporting embodiment, the senses and ‘auditory work’

Allen‐Collinson

Owton

2012

International Review for the Sociology of Sport

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). For, whilst it is clearly of importance to address sports participation at the social-structural and ideological levels, an over-emphasis on the abstract and the macro can result in the neglect of the existential, material dimension, and the under-theorisation of the bodily aspects, the 'enfleshment' of lived sporting experience. Given the highly corporeal elements of much sports participation, such a lacuna within the sociology of sport's theoretical pantheon requires some attention. Phenomenology is, we argue, well-equipped to provide us with sharp, perceptive and well-grounded insights into the "here-and-now, raw reality of the body" (Sinclair, 2005: 90), the lived reality of the sensuous sporting body. As Martínková and Parry (2011) note, phenomenologists look at what we normally look through; we look at our human-ness in order to provide an account of what we are and how we experience; in this case how we experience sport and sports participation. Straying from its more philosophical roots, sociological phenomenology acknowledges and addresses the multiple effects of culture and social-structural elements upon lived-body experience. For the purposes of this paper, we adopt Allen- Collinson's (2011b: 299) and Martínková and Parry's (2011: 196) concept of a phenomenologically-inspired sociology, and for ease of reading term this 'sociological phenomenology'.

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“…Teniendo en cuenta lo anterior, se plantea entonces que la percepción no solo es cognición y sensación, en la medida en que el proceso de aprendizaje implica dar significado y sentido a lo que se interioriza (Vannini & Gottschalk, 2012). Entonces, "si las percepciones sensoriales producen sentido (…) con referencias familiares -sociales o culturales-, es porque se ordenan en categorías de pensamiento propias de la manera en la que el individuo singular se las arregla con lo que ha aprendido de sus pares" (Le Breton, 2007, p. 24) y de los escenarios donde interactúa.…”

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El museo antropológico: una experiencia entre sujetos históricamente excluidos y sus percepciones (The Anthropological Museum: an experience between historically excluded subjects and their perceptions)

Rojas

2017

I&D

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1 Este artículo corresponde a los resultados del proyecto de investigación pedagógica El Museo Antropológico de la Universidad del Tolima: "Un museo para todos, una propuesta de museo incluyente". Tolima (Ibagué, Colombia), candidato a MSc en antropología. Licenciado en Ciencias Sociales de la Universidad del Resumen AbstractEl siguiente artículo de investigación recopila las experiencias directas de las personas en condición de discapacidad sensorial de dos colegios públicos de la ciudad de Ibagué, Tolima, con el fin de conocer el nivel de percepción e identificación de las técnicas de decoración prehispánica de la cultura Tolima, concibiendo de esta manera el Museo Antropológico de la Universidad del Tolima como un recurso educativo; para ello, fue vital el reconocimiento de algunas técnicas de elaboración, diseño y decoración de las piezas cerámicas, así como de algunos materiales líticos y orfebres, para lo cual se seleccionaron algunos fragmentos y piezas cerámicas que fueron reproducidas y dispuestas al alcance de quienes visitan el museo.Palabras clave: percepción, museo antropológico, sujetos históricamente excluidos, inclusión.This research paper compiles the direct experiences of people with sensory disability status in two public schools in the city of Ibagué-Tolima. In order to know the level of perception and identification of the pre-Hispanic decoration techniques of Tolima Culture. Thus, the Anthropological Museum of the University of Tolima is conceived as an educational resource. This is the reason why it was vital the recognition of some techniques of elaboration, design and decoration of ceramic pieces, as well as some lithic and goldsmith materials. Then, some fragments were selected, ceramic pieces that were reproduced and made available to those who visit the museum.

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The Senses in Self, Society, and Culture

Cited by 130 publications

References 0 publications

Space and embodiment in informal learning

Space and embodiment in informal learning

Take a deep breath: Asthma, sporting embodiment, the senses and ‘auditory work’

El museo antropológico: una experiencia entre sujetos históricamente excluidos y sus percepciones (The Anthropological Museum: an experience between historically excluded subjects and their perceptions)

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