Developing one's own way of communication
Groven, K. (University of Oslo)
In this paper we take a phenomenological approach to professional development. Filling a gap in the literature, we explore how
physiotherapists’ experiences from various patient encounters acquire significance in their ongoing development as clinicians in the area of obesity and lifestyle changes. Drawing on individual interviews with Norwegian physiotherapists, we ask:
• How do physiotherapists’ experience encounters with patients struggling with obesity?
• How do these experiences acquire significance in their development as clinicians helping patients to lose weight?
In line with these research questions, we take an embodied approach to physiotherapists’ professional development. Not only do they develop and learn through their own experiences, but they also learn through ongoing encounters with others (Merleau-Ponty 2002). Following van Manen’s (1997) call to bring to light lived experience as unique, personal and situated, we encouraged
physiotherapists to talk about their experiences related to treating patients with obesity. Moreover, we encouraged them to elaborate on anecdotes they found significant in terms of shaping their approach as physiotherapists helping patients change lifestyle. Developing one’s own style of communication – an experience-based and somewhat personal style of communication –
emerges as a key aspect of physiotherapists’ development. More precisely, our findings illuminate how physiotherapists’ ways of communication was shaped and re-shaped through encounters with various patients. Encountering patients in various settings and situations, physiotherapists’ came to reflect on their patients as well as their own experiences of physical activity and exercise, including how to utilize their own experiences in ways that were both encouraging and empathic as to the changes their patients were expected to engage in. Our findings point to the significance of recognizing bodily encounters as an invaluable source of insight – insight that shapes physiotherapists ways of communication – enabling them to find their own ways of approaching patients in respectful and empathic ways.
In this paper we take a phenomenological approach to professional development. Filling a gap in the literature, we explore how
physiotherapists’ experiences from various patient encounters acquire significance in their ongoing development as clinicians in the area of obesity and lifestyle changes. Drawing on individual interviews with Norwegian physiotherapists, we ask:
• How do physiotherapists’ experience encounters with patients struggling with obesity?
• How do these experiences acquire significance in their development as clinicians helping patients to lose weight?
In line with these research questions, we take an embodied approach to physiotherapists’ professional development. Not only do they develop and learn through their own experiences, but they also learn through ongoing encounters with others (Merleau-Ponty 2002). Following van Manen’s (1997) call to bring to light lived experience as unique, personal and situated, we encouraged
physiotherapists to talk about their experiences related to treating patients with obesity. Moreover, we encouraged them to elaborate on anecdotes they found significant in terms of shaping their approach as physiotherapists helping patients change lifestyle. Developing one’s own style of communication – an experience-based and somewhat personal style of communication –
emerges as a key aspect of physiotherapists’ development. More precisely, our findings illuminate how physiotherapists’ ways of communication was shaped and re-shaped through encounters with various patients. Encountering patients in various settings and situations, physiotherapists’ came to reflect on their patients as well as their own experiences of physical activity and exercise, including how to utilize their own experiences in ways that were both encouraging and empathic as to the changes their patients were expected to engage in. Our findings point to the significance of recognizing bodily encounters as an invaluable source of insight – insight that shapes physiotherapists ways of communication – enabling them to find their own ways of approaching patients in respectful and empathic ways.
Understanding the experiences of teachers who value listening to student mathematical reasoning
Peres Toledo, T. (University of Ottawa)
Listening to students’ mathematical reasoning is commonly highlighted as one of the main features of progressive mathematics teaching. Numerous researchers have shown that listening to students fosters teacher understanding of mathematical concepts and improves student achievement (Brown & McNamara, 2011; Empson & Jacobs, 2008; Graves, 2011; Wisehart, 2004). Yet, little is known about how teachers enact listening in their everyday practice. This study aims to understand how elementary
teachers (Grades 1-8) create a listening environment in their daily contexts and what this listening environment looks like.
Exploring how teachers in Ottawa listen to students approximates research and practice at the same time that it values the experiences of teachers. I will draw from enactivism (Varela, Thompson, & Rosch, 1991) as a theoretical framework to
understand the varied worlds of significance brought forth by teachers. Each teacher attributes meaning to their practices in a complex system which can only be understood from their perspectives. A phenomenological approach grounds this project on
participants’ experiences and keeps me aware of my biases. Data will be collected through interviews to identify stories or
anecdotes which reveal teachers experiences of listening and responding to student mathematical reasoning. Findings will present the rich experiences of teachers showing how important concepts in mathematics research are enacted in daily practice.
Listening to students’ mathematical reasoning is commonly highlighted as one of the main features of progressive mathematics teaching. Numerous researchers have shown that listening to students fosters teacher understanding of mathematical concepts and improves student achievement (Brown & McNamara, 2011; Empson & Jacobs, 2008; Graves, 2011; Wisehart, 2004). Yet, little is known about how teachers enact listening in their everyday practice. This study aims to understand how elementary
teachers (Grades 1-8) create a listening environment in their daily contexts and what this listening environment looks like.
Exploring how teachers in Ottawa listen to students approximates research and practice at the same time that it values the experiences of teachers. I will draw from enactivism (Varela, Thompson, & Rosch, 1991) as a theoretical framework to
understand the varied worlds of significance brought forth by teachers. Each teacher attributes meaning to their practices in a complex system which can only be understood from their perspectives. A phenomenological approach grounds this project on
participants’ experiences and keeps me aware of my biases. Data will be collected through interviews to identify stories or
anecdotes which reveal teachers experiences of listening and responding to student mathematical reasoning. Findings will present the rich experiences of teachers showing how important concepts in mathematics research are enacted in daily practice.
Awakening a phenomenological attitude: teaching - learning philosophical practice with undergraduates
Dinkins, C. (Wofford College)
When philosophy entered the modern academy, it lost its way. Far from Socrates’ model of civic action and inquiry into the good life, philosophy became a discipline instead of a practice, focused on logic, theory, and argumentation (Frodeman and Briggle, 2016). A movement is underway to return philosophical education to its roots, to help students explore how philosophical practice can enrich their lives, relationships, and citizenship. In this interactive presentation, we will explore
readings and assignments from two first-year undergraduate courses. Collaborative conversation will aim at encouraging
participants to design their own activities for courses across disciplines or for uses outside the academy.
In Philosophy in Action, students studied mindfulness, ethics, empathy, and worked on enhancing their phenomenological
sensitivity. They focused first on their own senses and feelings, moving from self-understanding and self-affirmation early in the course to self-control and quietness later to help train their minds for empathy and the phenomenological attitude. They
journaled on daily phenomenological observations and explored the connections between body, movement, and awareness through labyrinth walks. They designed and implemented a class project that used philosophical practice to enhance the lives of others. In Introduction to Philosophical Practice, students practiced Socratic ethical inquiry and challenged their relationship to
technology through Heidegger’s Gelassenheit, keeping journals on days spent without cell phones or social media. They practiced phenomenology-based consulting, qualitative interview research and action research, and participated in
philosophical counseling.
Though activities were practiced at a beginner level, student post-reflections indicated transformative results. Students reportehigher awareness of their surroundings, greater empathy in their relations with others, and increased ethical responsibility as citizens of their community and planet. Students who participated in both courses showed the strongest and deepest gains, suggesting possible benefit to offering courses incorporating phenomenological and other mindfulness and ethics practices
throughout an undergraduate curriculum.
When philosophy entered the modern academy, it lost its way. Far from Socrates’ model of civic action and inquiry into the good life, philosophy became a discipline instead of a practice, focused on logic, theory, and argumentation (Frodeman and Briggle, 2016). A movement is underway to return philosophical education to its roots, to help students explore how philosophical practice can enrich their lives, relationships, and citizenship. In this interactive presentation, we will explore
readings and assignments from two first-year undergraduate courses. Collaborative conversation will aim at encouraging
participants to design their own activities for courses across disciplines or for uses outside the academy.
In Philosophy in Action, students studied mindfulness, ethics, empathy, and worked on enhancing their phenomenological
sensitivity. They focused first on their own senses and feelings, moving from self-understanding and self-affirmation early in the course to self-control and quietness later to help train their minds for empathy and the phenomenological attitude. They
journaled on daily phenomenological observations and explored the connections between body, movement, and awareness through labyrinth walks. They designed and implemented a class project that used philosophical practice to enhance the lives of others. In Introduction to Philosophical Practice, students practiced Socratic ethical inquiry and challenged their relationship to
technology through Heidegger’s Gelassenheit, keeping journals on days spent without cell phones or social media. They practiced phenomenology-based consulting, qualitative interview research and action research, and participated in
philosophical counseling.
Though activities were practiced at a beginner level, student post-reflections indicated transformative results. Students reportehigher awareness of their surroundings, greater empathy in their relations with others, and increased ethical responsibility as citizens of their community and planet. Students who participated in both courses showed the strongest and deepest gains, suggesting possible benefit to offering courses incorporating phenomenological and other mindfulness and ethics practices
throughout an undergraduate curriculum.