Phenomenology of Rhythm: The Role of Rhythm in Written Language
DOI:
https://doi.org/10.7146/qs.v6i2.127310Keywords:
Researching Rhythms, Existential Phenomenology, Qualitative Case Study, Writing, Reading, DyslexiaAbstract
Based on existential-phenomenological perspectives from Merleau-Ponty and Løgstrup, we examine the significance of rhythm for written language skills. Rhythm is both omnipresent and a difficult phenomenon
to explore. Methodologically, the article presents phenomenological descriptions and exemplifications, not least a case study of a secondary school student with written language difficulties. Our intention is to illuminate connections between rhythmic perspectives in movement, speech, working memory and language as prerequisites for the acquisition of written language skills. We conclude that rhythm is an essential aspect of our bodily being, and based on the work of Merleau-Ponty, we are able to bring to light relationships between body, rhythm, and written language skills in ways that would not be possible from a natural scientific point of view. Inspired by Merleau-Ponty's analytical approach and the hermeneutic phenomenology of Ricoeur, we will combine an understanding perspective with both human scientific and natural scientific explanations, into a holistic interpretation. The article thus draws empirically on qualitative descriptions of rhythmic phenomena, and theoretically on perspectives from philosophy of language, developmental psychology and neuropsychology, but they are all interpreted in the light of existential-phenomenological ontology.
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