Praxis International, vol. 11, no. 1, pp. 93-113, 1991
41 Pages Posted: 13 Jun 2013
Date Written: April 1, 1991
Concepts like the body, power and ethics have occupied a central place in Hubert Dreyfus' work, for instance on Foucault, Heidegger and Merleau-Ponty. Yet, I’ve been struck by the virtual absence of these concepts in your work on learning. Let’s talk about the body first. You have given the most comprehensive account of your five-stage model of learning in your book Mind Over Machine. In the title of the book and in the book’s general statements about learning ‘mind’ is emphasized. It seems to me, however, that many of the examples you provide depend on bodily learning, even if you don’t explicitly state it as such. There is a budding discussion these years about the role of the body in philosophy and social thinking. How does the body enter into your model of learning and how does this relate to the old split between body and mind in Western thinking? – This is the first question of many posed by Bent Flyvbjerg to Hubert and Stuart Dreyfus in a penetrating interview about their work.
Den danske version af denne artikel kan findes på: http://ssrn.com/abstract=2278464
Suggested Citation: Suggested Citation
Flyvbjerg, Bent, Sustaining Non-Rationalized Practices: Body-Mind, Power, and Situational Ethics. An Interview with Hubert and Stuart Dreyfus (April 1, 1991). Praxis International, vol. 11, no. 1, pp. 93-113, 1991. Available at SSRN: https://ssrn.com/abstract=2278439