When the world is alive: aesthetic experience and radical listening

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dc.contributor.advisorFine, Esther
dc.contributor.advisorWien, Carol Anne
dc.creatorEmbrey, Kerri Nicole
dc.date.accessioned2016-08-03T16:51:57Z
dc.date.available2016-08-03T16:51:57Z
dc.date.copyright2013-01
dc.degree.disciplineEducation
dc.degree.levelMaster's
dc.degree.nameMEd - Master of Education
dc.description.abstractWhat do we listen for as educators? Do we value the voices of children? Do we invite colleagues into our work? Are we attentive to materials and environment? If we value reciprocity with these elements, how do we get better at listening to them? The innovative early childhood educators in the municipal schools of Reggio Emilia, Italy, choose to place listening at the heart of their pedagogy. Inspired by their work, I use the term radical listening as a metaphor for heightened receptivity to beings, places and materials. I investigate ways that aesthetic experience can effect radical listening. Interpreting pedagogical documentation ·produced with my colleagues and drawing from theory (Dewey, Buber, Vecchi, and Rinaldi) and personal experience, I explore three elements of radical listening: attentiveness, empathy and curiosity. I argue that because aesthetic experience is sensory and affective, vivid and reciprocal, it is enlivening, and creates conditions that heighten radical listening.
dc.identifier.urihttp://hdl.handle.net/10315/31718
dc.rightsAuthor owns copyright, except where explicitly noted. Please contact the author directly with licensing requests.
dc.subject.keywordsListening
dc.subject.keywordsTeaching
dc.subject.keywordsRadical listening
dc.subject.keywordsLearning
dc.subject.keywordsAesthetic experience
dc.subject.keywordsItaly
dc.titleWhen the world is alive: aesthetic experience and radical listening
dc.typeElectronic Thesis or Dissertation

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