Opis
The book is devoted to the analysis of the complex phenomenon of listening, with its own specific dynamics. Listening, understood as a way of being in the world, requires an acouological education, in which the logic of creative participation calls for a being with others that is responsible, inspiring, tasteful and that overcomes “reductionisms” in a translational way. The publication is intended for those interested in the phenomenon of listening, the philosophy of education, contemporary pedagogy, philosophical hermeneutics, as well as the philosophy of music. It could become a source a inspiration for counselling, relations (also in the therapeutic dimension) and communication scholars and professionals. Książka jest poświęcona analizie wieloaspektowego, posiadającego swoistą dynamikę, fenomenu słuchania. Rozumiane jako sposób bycia w świecie słuchanie wymaga kształtowania akuologicznego (acouological education), w którym logika twórczego uczestnictwa zaprasza do odpowiedzialnego, translacyjnie przekraczającego „redukcjonizmy”, inspirującego i pełnego smaku bycia z innymi. Publikacja przeznaczona dla osób zainteresowanych fenomenem słuchania, filozofią edukacji, współczesną pedagogiką, hermeneutyką filozoficzną, a także filozofią muzyki. Może stać się inspiracją dla środowisk zajmujących się poradnictwem, relacjami (również w wymiarze terapeutycznym) oraz komunikacją. Spis treściIntroduction. Intertwining of threads: Resounding contexts 7 PART I THE PHENOMENOLOGICAL HERMENEUTICS OF LISTENING 1. The hermeneutic conversation and the piercing dialectics resounding in listening (overture fi gures: Hans-Georg Gadamer and Jean-Luc Nancy) 39 1.1. Conversations and things 39 1.2. Audibility of things and voice-mousike 44 1.3. Dialectic versus sophistic speaking and listening . 49 1.4. Listening and freedom 52 1.5. Openness – understanding – questionness of things . 54 1.6. The conversation/listening that we are 58 1.7. Listening to light – ontological tonality and the self 60 1.8. Sense and the logic of evocation 67 1.9. Someone as (hermeneutically dialectic) art 72 2. The hermeneutic priority of the question: Cultivating the hermeneutic ear 77 2.1. Initial remarks: The formative how and a deep-rooted liberation 77 2.2. The educational: Between question and listening 80 2.3. Ways of the question(ing): An approximation 85 2.4. Ways of listening: An approximation 88 2.5. Issue of education: An approximation 93 3. A mini-phenomenology of listening (or the small hermeneutic phenomenology of listening) 97 3.1. Conceptual ambiguity: Forms of listening 97 3.2. Unwitting listening and listening as intentional, attentive hearing 100 3.3. Understanding/interpretative listening 105 3.4. Breathing listening or heart listening 108 3.5. Listening in action 111 3.6. Critical listening 112 3.7. Interrogative listening 114 3.8. Emancipatory-liberating listening 116 3.9. Recognizing/diagnostic listening 119 3.10. Instrumental listening 121 3.11. Psychologically therapeutic listening 126 3.11.1. Attentive-feeling listening and mindfulness 130 3.11.2. Empathic listening 132 3.11.3. Actively conscious listening 136 3.11.4. Passive-impression listening 137 3.11.5. Relaxing-meditative listening 137 3.12. Philosophically therapeutic (therapeic) listening 139 3.12.1. Dialogical listening and its polyphonic doubleness 142 3.12.2. Musical listening and listening to music 148 3.12.3. The musical (mousike-logos listening) in the philosophical, or the musicality of the wor(l)d 165 4. Interludium. Interweaving of meanings: (Trans-)formative (dialectic) mousike 173 PART II TOWARD ACOUOLOGICAL EDUCATION 5. Listening in acouo-translation(al) education 201 5.1. The understanding of (transformative) acouo-translation 201 5.2. Some myths about translation – some myths about education 214 5.3. The listening culture (and the fi gure) of the Meaningful Translator-Interpreter 221 5.4. Translation(al) listening or listening-for translation 229 6. The sense of acouological education 232 6.1. Pedagogical apologias in contemporary dynamics of/in education:Approaching the acouological in education 232 6.2. The question of the hermeneutics of education: The in-between of philosophy and pedagogy 255 6.3. The sense (reductions) and a sense of a “tasting touch” recoveryin acouological education 262 6.4. Education(al) listening – formative listening 272 7. Coda: Acouo-Educator 276 Acknowledgments 281 Bibliography 282 Index 297