Les Méditations à pied : devenir en place, en place devenir

Auteurs-es

  • alexandra fidyk university of alberta

DOI :

https://doi.org/10.25071/1916-4467.40660

Mots-clés :

la synesthésie, animé, les corps, l’attention, l’harmonisation, la résonance, le sentiment

Résumé

Entrelacée à travers quatre instantanés lyriques des relations haptiques avec le lieu—le Saskatchewan, New York, l’Afrique du Sud et l’Égypte—cette rumination philosophique considère la primauté du sentiment corporel préconscient sur l'apprentissage. La perception au niveau de base se décrit comme synesthésique—le corps entier ressent et bouge en relation avec des paysages agentiels. Les instantanés enchevêtrés incarnent une expérience inter-multi-sensorielle afin de refléter la façon dont nos corps existent par rapport aux choses vues et invisibles. Ensemble, les deux textes, les deux voix, appuient les pédagogies de la marche comme une praxis profonde au service du devenir, un déroulement toujours en cours avec le lieu, même lointain et inconnu. Les méthodes d’une attention lente, harmonieuse et rigoureuse, et de la résonance somatique, sont au cœur d'un programme terrestre.

Biographie de l'auteur-e

alexandra fidyk, university of alberta

Alexandra Fidyk, professor in Department of Secondary Education, University of Alberta, teaches curriculum studies, advanced research (hermeneutics, poetic inquiry, depth psychological inquiry), analytical psychology and trauma studies in relation to education. Her current research offers intercultural and transgender pathways for mental health in school contexts.

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Publié-e

2021-03-16

Comment citer

fidyk, alexandra. (2021). Les Méditations à pied : devenir en place, en place devenir. La Revue De l’association Canadienne Pour l’étude De Curriculum , 18(2), 103–118. https://doi.org/10.25071/1916-4467.40660