The relationship between Leib and Körper in analysing the action of teaching

Catia Giaconi, Sergio Labate, Pier Giuseppe Rossi


According to Husserl and, later, Merleau-Ponty, Koerper is the body-object,
while Leib is the lived-living body. If, as sustained by Merleau-Ponty, the two concepts are tied by an ambiguous relationship, one that does not allow a synthesis, their analysis must follow the diff erent route of a recurring and connective nature. The research described here, is related to the action of teaching, while testing different processes and methodologies that primarily allow studying Leib and Koerper separately and, eventually,
they lead into a dialogue the two perspectives.
In space and time of the classroom living bodies discuss and experiment, in a “protected” environment, about world’s dynamics and being part of it. The research considers data about the biology of the players, especially about the teacher and some of the pupils, as well as data coming from their thoughts and narrations, and data from lectures’ videos.
Such data originates from processes and research methodologies that belong to different epistemological fields, which have their own operational modes and require different postures. How does someone move and proceed on these terrains? A reflection is implicit.
A multi-disciplinary approach is necessary when studying borderline problems.
Therefore, it is fundamental to find a working methodology apt to analyse specific problems (epistemological view), or, that may derive from a paradigmatic characteristic of the present world, in other words from its built-in ambiguity (that involves ontological spheres) where, according to Merleau-Ponty the subject would be ignored if “we will not avoid the alternative between naturing and natured, between sensation as a state of
awareness, and, sensation as awareness of a state, between existence within oneself, and existence for oneself ” (Merleau-Ponty 2003, 285). Th e present study derives from the ontological ambiguity existing between Leib and Koerper, from this derives also the need of a multi-perspective approach and a dialogue among disciplinary perspectives.


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