Autophenomenological attunements and listening through embodied encounters
DOI:
https://doi.org/10.26443/mje/rsem.v60i3.10265Keywords:
autophenomenology, radical listening, reflexive pedagogy, embodied learningAbstract
This paper explores the experiences of the co-authors engaging with the question: What are our autophenomenological reflexive embodied attunements in engaging with listening and slowing down? Using an autophenomenological process (Carter, 2016, 2022) to structure the inquiry, Carter and Klein reflect on how nature, breath, and movement are themes that reach across both of their embodied engagements, helping them to understand how radical listening and awareness are internal resources that foster encounters of affect (Massumi, 2015). Through attunement, the authors discovered a heightened embodied awareness and a universal connection to both human and non-human entities. Findings from this arts-based, collaborative process led to the development of an improvisation-based in-class activity and a model for future research.
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