phenomenology Archives

City-Heat

Heat has become the metaphor of choice through which politics, philosophy and science speak about the current polycrisis. Heat, in these instances, is primarily translated into temperature metrics such as thresholds and tipping points that feed predictions regarding the planet’s future. Yet, conceiving of heat in degrees flattens the complexity of lived experience and obscures the different ways in which communities respond to a hotter world.

City-Heat breaks with temperature-based understandings of heat and delves into a richer, more emic exploration of its socio-cultural and sensory dimensions. The chapters cover a range of topics explored through interactions with a diverse group of interlocutors, spanning from the daily struggles of hustling youths to the work of geothermal engineers, spiritual warfare, pervasive issues of toxicity and pollution confronted by herbalists, and the medicinal practices to which the interlocutors turned in their efforts to forge more viable pathways into the future.

Through these ethnographic terrains, the book traces how the interlocutors sense, and make sense of, what remains viable under hotter conditions across socio-cultural, infrastructural, spiritual, metabolic and moral registers. Nick Rahier argues that these hotter conditions give rise to new forms of thermal consciousness that shape how people move, work, relate and sustain the very possibility of ‘cooler’ horizons.

Resisting Postmodern Architecture

Since its first appearance in 1981, critical regionalism has enjoyed a celebrated worldwide reception. The 1990s increased its pertinence as an architectural theory that defends the cultural identity of a place resisting the homogenising onslaught of globalisation. Today, its main principles (such as acknowledging the climate, history, materials, culture and topography of a specific place) are integrated in architects’ education across the globe. But at the same time, the richer cross-cultural history of critical regionalism has been reduced to schematic juxtapositions of ‘the global’ with ‘the local’.

Retrieving both the globalising branches and the overlooked cross-cultural roots of critical regionalism, Resisting Postmodern Architecture resituates critical regionalism within the wider framework of debates around postmodern architecture, the diverse contexts from which it emerged, and the cultural media complex that conditioned its reception. In so doing, it explores the intersection of three areas of growing historical and theoretical interest: postmodernism, critical regionalism and globalisation.

Based on more than 50 interviews and previously unpublished archival material from six countries, the book transgresses existing barriers to integrate sources in other languages into anglophone architectural scholarship. In so doing, it shows how the ‘periphery’ was not just a passive recipient, but also an active generator of architectural theory and practice. Stylianos Giamarelos challenges long-held ‘central’ notions of supposedly ‘international’ discourses of the recent past, and outlines critical regionalism as an unfinished project apposite for the 21st century on the fronts of architectural theory, history and historiography.

The Modernist Bestiary

The Modernist Bestiary centres on *{::}Le Bestiaire ou Cortège d’Orphée (1911), a multimedia collaborative work by French-Polish poet Guillaume Apollinaire and French artist Raoul Dufy, and its homonym, *The Bestiary or Procession of Orpheus (1979), by British artist Graham Sutherland. Rather than reconstructing the lineage of these two compositions, the book uncovers the aesthetic and intellectual processes involved that operate in different times, places and media. The Apollinaire and Dufy Bestiary is an open-ended collaboration, a feature that Sutherland develops in his re-visiting, and this book shows how these neglected works are caught up in many-faceted networks of traditions and genres. These include Orphic poetry from the past, contemporary musical settings, and bestiary writing from its origins to the present. The nature of productive dialogue between thought and art, and the refracted light they throw on each other are explored in each of the pieces in the book, and the aesthetic experience emerges as generative rather than reductive or complacent.

The contributors’ encounters with these works take the form of poetry and essays, all moving freely between different disciplines and practices, humanistic and posthumanist critical dimensions, as well as different animals and art forms. They draw on disciplines ranging from music, art history, translation, Classical poetry and French poetry, and are nurtured by approaches including phenomenology, cultural studies, sound studies, and critical animal studies. Collectively the book shows that the aesthetic encounter, by nature affective, is by nature also interdisciplinary and motivating, and that it spurs the critical in addressing the complex issues of ‘humananimality’.

On Learning, Volume 3

This book, as you can see from its title, is about learning, or at least about the concept and practice of learning. It investigates two meta-concepts, knowledge and learning, the relationship between the two, and the way these can be framed in epistemic, social, political and economic terms. Knowledge and learning, as meta-concepts, are positioned in various networks of meaning, principally the antecedents of the concepts, their relations to other relevant concepts, and the way the concepts are used in the lifeworld. This book explores a number of important concepts that are relevant to the idea of learning. These are meta-concepts such as epistemology, semantics, phenomenology, rationality, thinking, hermeneutics, critical realism and pragmatism, and meso-concepts such as a Bildung, justification, mathematical concepts such as averaging, probability, comparison, prediction and correlation, a bureaucratic theory of learning, social categories of learning and knowledge, and the relationship between ethics and learning.

On Learning, Volume 3: Knowledge, curriculum and ethics, like the first two volumes, is a response to empiricist and positivist conceptions of knowledge. The author challenges detheorised and reductionist ideas of learning that have filtered through to the management of our schools, colleges and universities, over-simplified messages about learning, knowledge, curriculum and assessment, and the denial that values are central to understanding how we live and how we should live.

On Learning, Volume 2

This edited book, as you can see from its title, is about learning, or at least about the concept and practice of learning. The contributors to this volume are focusing on two meta-concepts, knowledge and learning, on the relationship between the two, and the way these can be framed in epistemic, social, political and economic terms. Knowledge and learning, as meta-concepts, are positioned in various networks or constellations of meaning, principally: the antecedents of the concepts, their relations to other relevant concepts, and the way the concepts are used in the lifeworld.

In this book the various authors explore a number of important concepts that are relevant to the idea of learning. These are meta-concepts such as epistemology, inferential role semantics, phenomenology, rationality, thinking, hermeneutics, critical realism and pragmatism, and meso-concepts such as probability, woman, training, assessment, education, system, race, friendship, Bildung, curriculum, ecology and pedagogy. Like David Scott’s first volume of On Learning, this collection focusing on philosophy, concepts and practices is a response to empiricist and positivist conceptions of knowledge. It challenges detheorised and reductionist ideas of learning that have filtered through to the management of our schools, colleges and universities; over-simplified messages about learning, knowledge, curriculum and assessment; and fostered the denial that values are central to understanding how we live and how we should live – the normative dimension to social policy and social theorising. This book is also an attempt at a Bildungstheorie.