This essay builds on various critiques of the relationship between the voice and autonomous individual subjectivity, briefly tracking the specific history through which the voice transformed into an ideal object representing the liberal subject of post-Enlightenment thought. This paper asks: what are we to make of those enfleshed voices that do not conform to the ideal voice of the self-possessed liberal subject? What are we to make of those voices that refuse the imperative of improvement that underpins social and economic (...) contractualism? How might we attend to the sonicity of those voices that refuse to individuate, possess, and accumulate? And what fugitive modes of speech might be transmitted by such un-formed and un-organized voices? Against the idealized voice of liberalism, and the gendered and racialized exclusions that this voice implies, I propose a mode of fugitive listening that allows us to open our ears to the noisy voices and modes of speech that sound outside the locus of politics proper. Indebted to the Black radical tradition, fugitive listening attends to sonic practices that refuse the given grounds of representation. I argue that fugitive listening is a practice that can be situated in what Stefano Harney and Fred Moten call ‘the undercommons’. The essay concludes by turning to gossip, figuring this noisy modality of speech as central to undercommon spaces shaped by Black performance. (shrink)

In Polish historiography on radio in the Stalinist period, the official propaganda broadcast by Polish Radio is very often juxtaposed with the free and unbiased broadcasting of Radio Free Europe (RFE), which can create the impression that RFE was the only source of information in Poland and tends to diminish the importance of Polish Radio. In fact, both broadcasting institutions were crucial players in Cold War warfare, which was described by George F. Kennan in terms of Clausewitz's “fog of war.” (...) Indeed, both RFE and Polish Radio were listening to each other through the Iron Curtain because “white propaganda” (along with the intelligence obtained from political refugees) was one of the most important sources of information. The two broadcasting stations were more alike than we are willing to admit. For instance, the Polish section of RFE mimicked the post-war strategy of Polish Radio. While the latter pretended to be the continuation and successor of the pre-war institution, RFE's propaganda shaped the programme of Polish Radio for many years. Using this case study on RFE's attitude toward Poland's western borders along the Odra and Nysa Rivers, I show how these two opposing broadcasting stations functioned within an endless propaganda feedback loop. (shrink)

It is increasingly common for philosophers to rely on the notion of an idealised listener when explaining how the semantic values of context-sensitive expressions are determined. Some have identified the semantic values of such expressions, as used on particular occasions, with whatever an appropriately idealised listener would take them to be. Others have argued that, for something to count as the semantic value, an appropriately idealised listener should be able to recover it. Our aim here is to (...) explore the range of ways that such idealisation might be worked out, and then to argue that none of these results in a very plausible theory. We conclude by reflecting on what this negative result reveals about the nature of meaning and responsibility. (shrink)

Long histories and entrenched habits of inattention among advantaged groups mean that even minor challenge and concession can provoke subjective perceptions of victimization. How, in such conditions, might claims of structural injustice break through? Drawing on field work with practitioners across conflict mediation, therapy, education, and performance – four sectors that facilitate listening in fraught contexts yet are undertheorized in politics – this article makes the case that among the most overlooked and powerful resources for cultivating receptivity and responsiveness among (...) advantaged groups are the arts of listening. Practices of engagement across these sectors establish listening as potent rather than passive, given the extent to which it constitutes the field of encounter and shapes what emerges within it, both in terms of expression and, more significantly in this context, receptivity of those to whom one listens. Yet this also means that how one listens is a pivotal consideration – particularly when listening might serve to reinforce and normalize unjustly dominant positions. In contrast to progressive politics’ emphasis on finding more forceful forms of voice and conventional reliance on direct communicative practices, this article explores how specific comedic, theatrical, and embodied tactics can generate ‘oblique forms of listening’ potentially useful to social justice struggles. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy, Psychiatry, & Psychology 9.2 (2002) 189-191 [Access article in PDF] Listening, Acting, and the Quest for AlternativesA Response to Charland and Bracken Erica Lilleleht The challenge is not to replace one certitude... with another but to cultivate an attention to the conditions under which things become 'evident,'... ceasing to be objects of our attention and therefore seeming fixed, necessary, and unchangeable. (Rabinow on Foucault 1997, p. XIX) I (...) do not know whether it must be said today that the critical task still entails faith in Enlightenment; I continue to think that this task requires work on our limits, that is, a patient labor giving form to our impatience for liberty. (Foucault 1997, p. 319) IN RESPONDING TO MY PAPER, Bracken and Charland raise a number of interesting points. Through discussing Tuke's York Retreat (Charland) and Foucault's "regimes of truth" (Bracken), the character of moral treatment, the value of a Foucauldian analysis, the importance of listening (as well as its limits), and the necessity of taking action are all raised as important issues when considering the history and current status of psychiatry. In my response, I shall focus on the latter two issues, namely, the possibility of listening and the necessity of action. I will make the argument that although action can, and often should, follow listening, having action as its necessary (and immediate) goal brings with it a set of pressures and practices that can render both experiences difficult, if not impossible.First, let me share my understanding of Bracken and Charland's main theses and arguments. For Patrick Bracken, the main purpose of any critique, but particularly a critique of current psychiatric practice, is to present readers with a new way of listening and understanding. It should, to paraphrase Bracken, open things up for deeper analysis. The Foucault he is listening to, then, is a man in whose "hands history becomes philosophy". This transformation is important because as it occurs new "discursive spaces" open up, thereby presenting readers of his work with new voices (e.g., patients, less-than-famous psychiatrists, priests). This incursion of the new does not necessarily, however, invalidate the old. Bracken substantiates this by making the important point that Foucault did not simply reject Enlightenment reason (an old and highly persistent voice), but rather "challenged the idea that we have to choose to be for or against" it. Bracken further points out that listening to these voices, [End Page 189] old or new, is never a completely "clean" practice. In Bracken's words, "there is no neutral, asocial or apolitical vantage point from [which] we can judge the validity of one position over the other." This means that in listening to the "other" (as patient, friend, argument, or psychiatric practice) we must maintain a kind of double consciousness, one in which we attend to this other voice while at the same time being aware that neither of us are speaking from within a neutral, clean space (devoid of political, social, and/or cultural pressures or implications). Maintaining this kind of awareness is difficult for obvious reasons. In mental health practice and for Bracken, however, this difficulty can be worthwhile if it results in formerly silent participants having "their voice heard in debates about service development and the nature of progress."Although I doubt Louis Charland would disagree with the idea that listening is important, he does take the function of critique one step further. Specifically for Charland, critiques of psychiatric practice, past and particularly present, should result in the identification of alternative solutions. Failing to do so can indicate that the critique "borders on a lack of depth." If one extends this assertion about my analysis to Foucault's own work, we find that Charland is not alone. For example, Hoy, in his introduction to his edited Foucault: A Critical Reader (1992), states that "Foucault's continued refusal to specify either a prescription or a prognosis for social illnesses he diagnoses suggests to some readers that genealogy is as unserious and irresponsible as archeology" (p. 7). This point emerges... (shrink)

_Listening to the Whispers_ gives voice to scholars in philosophy, medical anthropology, physical therapy, and nursing, helping readers re-think ethics across the disciplines in the context of today's healthcare system. Diverse voices, often unheard, challenge readers to enlarge the circle of their ethical concerns and look for hidden pathways toward new understandings of ethics. Essays range from a focus on the context of corporatization and managed care environments to a call for questioning the fundamental values of society as these values (...) silently affect many others in healthcare. Each chapter is followed by a brief essay that highlights issues useful for scholarly research and classroom discussion. The conversations of interpretive research in healthcare contained in this volume encourage readers to re-think ethics in ways that will help to create an ethical healthcare system with a future of new possibilities. Outstanding Academic Title, _Choice_ Magazine. (shrink)

In Listening Subjects, David Schwarz uses psychoanalytic techniques to probe the visceral experiences of music listeners.

The Indian-America philosopher Sri Chinmoy Ghose has distinguished between outer silence, inner silence, and innermost silence. In this paper I explore these distinctions and their educational relevance. My main conclusions are that (a) a deep inner silence, undistracted by questions or other thoughts, is at the root of one paradigm kind of good listening in education, and (b) what Chinmoy refers to as “innermost silence” is the moral virtue of receptivity to others that sustains inner silence, even under challenging conditions, (...) a virtue of importance in teaching and in learning from others. (shrink)

Explores listening as a fundamental human endowment connected with language and thought, and its potential for social, personal, and political action. Incorporates historical, literary, intercultural, scientific, musical, and philosophical perspectives"--Provided by publisher.

In this inquiry, I ask what is distinctive about listening as a teacher. I develop the meaning of educative listening as a mode of listening to interruptions in a way that promotes students’ thinking and learning. Interruptions in a teacher’s listening are defined as any unexpected response from a student to the material presented — for example, a challenging viewpoint, a difficult question, or a confusing reply — that opens up possibilities for cultivating learning. To begin, I draw upon Dewey (...) to examine the connections between listening and learning in teacher-student interaction. In the second section, I explicate the implications of Dewey’s theory of learning for a theory of listening in reflective teaching. Here, I contend that reflective teaching entails educative listening. In the final section, I inquire into how teacher education can productively address the connections between learning to listen and learning to teach reflectively. (shrink)

Performing and listening to music occurs in specific situations, requiring specific media. Empirical research on music listening and appreciation, however, tends to overlook the effects these situations and media may have on the listening experience. This article uses the sociological concept of the frame to develop a theory of an aesthetic experience with music as the result of encountering sound/music in the context of a specific situation. By presenting a transdisciplinary sub-field of empirical (concert) studies, we unfold this theory for (...) one such frame: the classical concert. After sketching out the underlying theoretical framework, a selective literature review is conducted to look for evidence on the general plausibility of the single elements of this emerging theory and to identify desiderata. We refer to common criticisms of the standard classical concert, and how new concert formats try to overcome alleged shortcomings and detrimental effects. Finally, an empirical research program is proposed, in which frames and frame components are experimentally manipulated and compared to establish their respective affordances and effects on the musical experience. Such a research program will provide empirical evidence to tackle a question that is still open to debate, i.e., whether the diversified world of modern-day music listening formats also holds a place for the classical concert – and if so, for what kind of classical concert. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy, Psychiatry, & Psychology 9.2 (2002) 187-188 [Access article in PDF] Listening to Foucault Patrick J. Bracken ERICA LILLELEHT'S INTERESTING PAPER combines philosophy, history, service analysis, and social commentary. The philosophical themes are below the surface, implicit rather than explicit. As such the paper echoes the work of Foucault himself. The subjects of his books and other writings ranged from histories of madness and psychiatry, hospitals and medicine, prisons (...) and punishment, to sexuality and ethics. But these were clearly more than histories. In doing what he initially called archaeology and later genealogy, Foucault was writing about different dimensions of how the Western world has come to understand what it is to be human. In Foucault's hands history becomes philosophy. The essence of his work is an invitation to question the project of Enlightenment. However, his interrogation of the legacy of Enlightenment is far from a rejection of reason as has sometimes been claimed. Rather it represents a realization that there are different forms of reason, none of which can claim a place of privilege over others. Foucault challenged the idea that we have to choose to be for or against Enlightenment (Foucault, 1984).Of central concern for him is the idea that knowledge and power imply each other and cannot be separated. This, of course, is anathema to both Marxist and liberal analysts who hold out the idea that truth and ideology are mutually exclusive. The assumption is that if we get the starting point of our analysis right, the truth ("pure and simple") will emerge. For Foucault there are "regimes of truth," discourses through which certain things can be said and statements can be judged as true or false. Such regimes are social products, bound up with the economic, cultural, and political realities of their times. This is not some sort of mindless relativism nor a nihilistic advocacy that, when it comes to knowledge claims, "anything goes." As human beings in an imperfect world we have to struggle continuously toward a better understanding of ourselves and the make-up of this world. As individuals, we have to continue to debate and argue about ideas, facts, and the nature of knowledge. We have to present evidence, argue our case, and prepare to be contradicted as well as supported. This is not in question. Instead, what is involved here is recognition that there is no neutral asocial, acultural, or apolitical vantage point from we can judge the validity of one position over another. Foucault's work nurtures a healthy skepticism of those who claim to have found such a vantage point.Importantly, he rejected the idea that power is always repressive in its nature: working to silence, obscure, and suppress. Particularly in the modern era power is more characteristically productive. Its operations are bound up with the ever-multiplying discourses we produce about ourselves. While increasing scientific knowledge about the human condition appears to represent progress, listening to Foucault means coming to appreciate that things are a great deal more complex. The title of Lilleleht's paper reflects this. At [End Page 187] a time when there is a great deal of talk about "progress" in the area of mental health, her analysis is opportune. Unless we pay attention to the micropolitics of clinical encounters we are at some risk of simply endorsing new forms of professional power. In one light, the psychiatric rehabilitation approach of William Anthony and colleagues appears obviously progressive. It does not depend on the "medical model" and the use of medication and seems genuinely committed to the idea of empowerment. However, with the sort of sensibility engendered through an encounter with Foucault, other issues come into view. Beneath its focus on skills and training we see a very clear normative framework centered on the idea that the person with psychiatric problems should be guided and trained toward fitting in with "his or her particular environment." At stake here is the assumption that the deficit is in the patient. It is he or she who needs to change. Herein lies the issue of power: who is in control of the way in which... (shrink)

My argument in this paper is that humility is implied in the concept of teaching, if teaching is construed in a strong sense. Teaching in a strong sense is a view of teaching as linked to students’ embodied experiences (including cognitive and moral-social dimensions), in particular students’ experiences of limitation, whereas a weak sense of teaching refers to teaching as narrowly focused on student cognitive development. In addition to detailing the relation between humility and strong sense teaching, I will also (...) argue that humility is acquired through the practice of teaching. My discussion connects to the growing interest, especially in virtue epistemology discourse, in the idea that teachers should educate for virtues. Drawing upon John Dewey and contemporary virtue epistemology discourse, I discuss humility, paying particular attention to an overlooked aspect of humility that I refer to as the educative dimension of humility. I then connect this concept of humility to the notion of teaching in a strong sense. In the final section, I discuss how humility in teaching is learned in the practice of teaching by listening to students in particular ways. In addition, I make connections between my concept of teaching and the practice of cultivating students’ virtues. I conclude with a critique of common practices of evaluating good teaching, which I situate within the context of international educational policy on teacher evaluation. (shrink)

This article explores left critiques of neoliberalism in light of the Black Lives Matter movement’s recourse to the notion of ‘racial capitalism’ in their analyses of anti-Black oppression. Taking a cue from BLM, I argue for a critical theory of racial capitalism that historicizes neoliberalism within a longue durée framework, surfacing racialized continuities in capitalism’s violence. I begin by revealing how neo-Marxist and neo-Foucaultian approaches to neoliberalism, particularly that of David Harvey and Wendy Brown, respectively, partition race from the workings (...) of contemporary capitalism. Such analyses obscure neoliberalism’s differential impact on non-white racialized populations, while simultaneously casting anti-racist struggles as divisive. In contrast, I then trace how the Movement for Black Lives policy platform invokes Cedric Robinson’s work on racial capitalism, investigating the utility of this framework for the movement’s demands. Building on BLM’s turn to the concept of racial capitalism, I finally offer an outline of a critical theory of racial capitalism to better theorize neoliberalism. By historicizing neoliberalism within racial capitalism’s historical arc, such a theory unravels the qualitatively different mechanisms through which racialized populations are pressed into circuits of capital accumulation. It also paves the way to move past the entrenched class-versus-identity debate on the American left. (shrink)

Contemporary psychoanalytic thinking about the interdependence of subjectivity and intersubjectivity has reenvisioned the analytic process, and with it the very nature of creative and engaged psychoanalytic listening. Yet few systematic writings on psychoanalytic listening or technique provide comprehensive instruction that would prepare the analyst for the kind of analytic listening needed to participate imaginatively in this sort of intersubjective experience.Offering a short course in analytic listening, _Creative Listening and the Psychoanalytic Process_ provides a guide for the clinical uses of imaginative (...) literature. Outside the psychoanalytic literature, extraordinary pieces of imaginative literature exist that provide the kind of experience in analytic listening that can guide clinicians in their work with patients. Certain works of fiction create textured, sensory worlds in which complex characters possessing shifting states of consciousness live within fluid emotional atmospheres. In this book, Fred Griffin demonstrates that by entering the worlds that original writers create in their texts, the psychoanalytic therapist will learn to attend more closely to varying emotional states that generate nuanced, multidimensional views of the analysand’s internal and relational worlds. He illustrates how these works capture more fully the sensory experience encountered by the analyst themselves when taking in what the patient communicates within the analytic space. _Creative Listening and the Psychoanalytic Process_ presents case material alongside selected passages from works of fiction written by a range of creative writers, each of which stimulates analytic sensibility about this clinical experience. A conceptual framework is provided that makes these and other original works of fiction more accessible for these purposes. This book will be essential reading for psychoanalysts and psychoanalytic psychotherapists, as well as professors and graduate students studying psychoanalysis and literature. It will also appeal to literary scholars and those teaching and practicing in the field of narrative medicine. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Listening to the World:Engagement with Those Who SufferOuyporn KhuankaewBefore talking about listening to the world I would like to review what brought us to the need to listen. Riane Eisler, a thinker and peace activist who authored the book The Power of Partnership, summarizes the main characteristics of dominant culture as authoritarian, men over women, masculinity valued over femininity, hierarchical and centralized power of a few privileged groups, and (...) violence institutionalized and normalized. The culture that we are working toward is partnership, which is about a practice of power sharing, a flat structure for society and institutions that support decentralization, gender equality, justice for all, nonviolence, and love.To work and live in partnership cultures we need to shift, to unlearn, the world-view, skills, and behavior we have internalized from the dominant culture.Dominant culturePartnership culturePreaching or teachingLearning togetherTelling the answerListening with an open heartKnowingHaving a beginner’s mindHelpingWorking togetherFixingBeing a witness, being present with the sufferingOffering solutionsAsking questions: Let people touch their wisdom Click for larger view View full resolutionThe work of International Women’s Partnership for Peace and Justice (IWP) is to train social activists in South and Southeast Asia to deconstruct their worldview, attitude, and behaviors internalized from the dominant culture, to envision and practice skills and behaviors of a partnership culture. The main skill that we practice throughout our five-day to six-week workshops is deep listening with an open heart. Compassionate or mindful listening alone combines all the partnership values, concept, skills, and behavior mentioned above, and even beyond. When we use it with [End Page 59] Buddhists, we recognize deep listening as meditation in action. When we work with Christians, we acknowledge it as a practice of love. And we call deep listening a spiritual practice when we work with people who do not want to identify with religious institutions.Deep listening with an open heart is a way to crack open our numbness, internalized from the dominant culture that trains us to listen with our head. Listening with our head means we listen with a readiness to make comment, to judge, to ask for more information for our curiosity, to give solutions, or to share our stories. We all know this well when our parents, teachers, or persons with authority do this to us. And when we become adults, we automatically do the same thing that we used to oppose.When we listen with our heart open it means we are being present to hear the stories, the emotions, the hope, the joy, and the pains of people who simply only need a witness to their own existence, particularly when working with marginalized people whose power within has been taken away and their voices are not heard in the dominant cultures. Offering deep listening to the suffering of someone or a group of people is the first step to engage with their realities and to create opportunities for people to speak their truths.Often in our ten-day workshop we will have someone who has been living or working with an abusive partner, parents, or boss for many years. Our job as a workshop facilitator is to create a safe environment for such a person to talk about her suffering. We model and encourage other participants to be present without judgment, questions, or suggestions when the person is talking. This is very hard for the first few days because most participants are trained, as a result of the dominant culture, to want to tell the person what to do, or they simply act uncomfortable with the situation by writing a note, going to the toilet, or looking away. This is because they do not know how to be with the suffering of others or do not know how to engaged in the suffering itself. We suggest that participants use the breath and the awareness of their body sitting on a floor to help anchor their mind, which is trying to run away from the unpleasant situation. We share with them that when we can be present without fixing the problem or running... (shrink)

In this lyrical meditation on listening, Jean-Luc Nancy examines sound in relation to the human body. How is listening different from hearing? What does listening entail? How does what is heard differ from what is seen? Can philosophy even address listening, écouter, as opposed to entendre, which means both hearing and understanding? Unlike the visual arts, sound produces effects that persist long after it has stopped. The body, Nancy says, is itself like an echo chamber, responding to music by inner (...) vibrations as well as outer attentiveness. Since “the ear has no eyelid” (Quignard), sound cannot be blocked out or ignored: our whole being is involved in listening, just as it is involved in interpreting what it hears. The mystery of music and of its effects on the listener is subtly examined. Nancy’s skill as a philosopher is to bring the reader companionably along with him as he examines these fresh and vital questions; by the end of the book the reader feels as if listening very carefully to a person talking quietly, close to the ear. (shrink)

The adopted directedness of Western thinking to the visible and visibility as the Platonist heritage has been explored frequently enough; the issue of how to reflect upon the crisis of this directedness through philosophy of language has been tackled in the last third of the 20th century primarily by means of hermeneutic theory. Reflecting the status of thinking and human constitution of the world as a whole in their dependence on language, which followed the hermeneutic requirement for universality, has led (...) to an attempt to free the sphere of “listening to language” in its world-constitutive meaning from its almost millennial suppression. By doing so, hermeneutics would regain its fundamental “acroamatic” dimension. It is a process determined by its penetration into the concealed depths of the Western philosophy of language and science. (shrink)

Sense of agency refers to the ability to influence one’s functioning and environment, relating to self-efficacy and wellbeing. In youth, agency may be challenged by external demands or redefinition of self-image. Music, having heightened relevance for the young, has been argued to provide feelings of self-agency for them. Yet, there is little empirical research on how music impacts adolescents’ daily sense of agency. The current study investigated whether music listening influences adolescents’ perceived agency in everyday life and which individual and (...) contextual determinants would explain such an influence. Participants were 44 adolescents (48% female, 36% with training in music, mean age 14), recruited through local schools. The mobile Experience Sampling app MuPsych was used to collect brief self-reports of personal music listening experiences during daily life. This method assessed the change in the listener’s perceived control over both their emotional states (Internal Agency), and their external environment (External Agency), over five minutes of music listening. Also measured were changes in mood states, and contextual variables (social situation, concurrent activity, and reason for listening). The impact of music on the sense of agency was analyzed using multilevel structural equation modelling. There was no general increase of agency across all music episodes, but agency fluctuations were determined by specific individual and contextual factors. Music training predicted increases in both internal and external agency during music listening, and external agency increased more for male participants. Certain context features such as listening alone, paying attention to music, and listening for enjoyment were related to greater increases in agency. Increases in agency significantly correlated with increases in mood valence. Our findings confirmed the plasticity and situational embeddedness of the sense of agency. Music indeed can support agency, but the impact is dependent on specific individual and contextual factors. Sense of agency can be seen as a health resource and significant part of youth development, and current findings provide new insight into when and by whom such affordance is likely to be employed. (shrink)

Whoosh, crunch, buzz, inhale, exhale... Listening for Learning: Performing a Pedagogy of Sound and Listening presents sound, listening, and pedagogical interactions as performances that create relationships, ways of being and knowing, and that provide an opportunity for transformations of existing and taken-for-granted practices in the classroom. By using performative listening and performative writing this book presents fragments of sound and listening as sites of learning and knowledge production. The written fragments throughout this book are offered as performances that listen for (...) and hear sound as a central feature to educational practices in terms of bodies, classrooms, and pedagogy. The goal in sharing this performance of listening is to create opportunities for recognition, to invite further listening in educational contexts, and to employ listening as an opportunity for transforming and re-imagining educational spaces and interactions. (shrink)

Listening appears as elusive as it is crucial to democratic life, particularly in conditions of structural injustice. Dominant groups benefit from histories and habits of inattention and, when enlisted, common responses of denial, defensiveness, and resentment. What lies behind this pervasive and persistent failure to listen to claims of structural injustice by more advantaged groups, and what does this mean for democratic engagement? This paper addresses this question via three interventions: first, it develops a novel account of listening that reveals (...) why listening to claims of structural injustice often proves difficult. Second, it examines how inhabiting positions of relative advantage shapes whether and how people listen to such claims. Finally, it explores the implications these challenges have for the design of democratic processes that seek to engage advantaged groups regarding structural injustice. To develop this account, I draw together current scholarship regarding listening and structural injustice with original fieldwork of recent and current efforts to engage more advantaged communities regarding a specific form of structural injustice: specifically, interviews and observation of the ten organizations across Aotearoa New Zealand most active in efforts to engage communities regarding socio-economic inequality in the country. (shrink)

Listening is crucial to reaching multicultural understanding. Borrowing from the work of Hans-Georg Gadamer we develop a hermeneutics of listening. To listen we must risk our prejudices, but these prejudices constitute our very identity. In this paper we attempt to answer the question, “Why Listen?” if listening is such a potentially dangerous activity.

In this paper, I examine the relationship between new technologies and listening, starting from a distinction between two different levels. The first concerns the role new technologies play in the “mere” reproduction and diffusion of music materials that are not necessarily classifiable in the category of the so-called “technological music”; the second concerns the listening modes unavoidably involved in the reception of a music product, due to its very nature. To this end I shall focus my attention on some elements (...) that characterize both music production and reception: historical development of the relationship between technology and music; technologically mediated non-live listening; technologically mediated live listening; ontological oscillation in a musical work of art following its digitalization. These are issues that also bring into play aesthetics in a developmental stage of this discipline, in which a philosophical reflection on technological music may contribute to formulate – as J. Demers wrote – «a theory that acknowledges the interconnectedness of aesthetics with culture and society». (shrink)

I discuss the social dimension of musical experience. I focus on the question of whether there is joint musical listening. One reason for this focus is that Adorno and those in his tradition give us little in the way of an understanding of what the social dimension of musical experience might be. We need a proper clear conception of the issue, which the issue of joint experience yields. I defend a radically individualistic view, while conceding that such a view, inspired (...) by Hanslick, may have political ramifications. I have two arguments. The first is a principled argument against joint musical listening from the impossibility of perceiving the aesthetic properties of music. I connect this with the privacy of our grounds for aesthetic judgements about music. The second argument accepts that joint listening could in principle span different sense modalities, but draws attention to the fact that the experiences on which aesthetic judgements are based cannot be willed in a way they would have to be if there was joint listening. Lastly, I consider two phenomena, of making music together and dancing together, which seem to involve joint listening, but in fact do not. I end by drawing an individualist conclusion about the nature of musical experience. (shrink)

Quarantine and spatial distancing measures associated with COVID-19 resulted in substantial changes to individuals’ everyday lives. Prominent among these lifestyle changes was the way in which people interacted with media—including music listening. In this repeated assessment study, we assessed Australian university students’ media use throughout early stages of the COVID-19 pandemic in Australia, and determined whether media use was related to changes in life satisfaction. Participants were asked to complete six online questionnaires, capturing pre- and during-pandemic experiences. The results indicated (...) that media use varied substantially throughout the study period, and at the within-person level, life satisfaction was positively associated with music listening and negatively associated with watching TV/videos/movies. The findings highlight the potential benefits of music listening during COVID-19 and other periods of social isolation. (shrink)

The author points out to the rehabilitation of listening which occurs in Lyotard's philosophy in the field of his aesthetic analysis. The philosophical grasping of time and especially the instant is being explained in Lyotard through the listening mode and in invoking the aural experiences and the experiences of sound. The author suggests that the category of listening is often used in place of the category of aesthetic and as metaphor of the aesthetic perception. In contrast to seeing, listening can (...) be undertaken together with other sensual experiences and thus it allows for a more polyphonic experience. Listening, author maintains, is a very special type of experience, on one hand it is open and welcoming, on the other discrete and prone to solitude, qualitatively changing its course. (shrink)

Since the publication of Pedagogy of the Oppressed, Paulo Freire has been important for disseminating the concept of dialogue in education. Dialogue is often framed as the kind of interaction that educators should enact in their practice, to right historical and socio-political wrongs. With this, speaking and assuming one’s voice has a special place in education, but this paper argues for the significance of listening for any conceptualisation of dialogue. Starting with a description of an event that Freire described as (...) the ‘clearest and most bruising lesson’ of his life as an educator, this paper undertakes a phenomenology of the error leading to his development of dialogue as an educational praxis. From this the paper addresses the question ‘how do we learn when we are wrong?,’ and argues against an exclusively epistemological perspective on dialogue and ‘being wrong’ in favour of an ontological framing of dialogue and ‘being in error’. (shrink)

Even though Slavoj Žižek has written many words about music without really saying much about it, his work nevertheless contains much that for the philosophically minded musicologist, or for the musically minded philosopher, can stimulate thinking. For the author of this article, for example, some of the ideas presented in Žižek’s 2006 The Parallax View have stimulated thinking about the possibilities of taking a comparable approach—that is, a metaphorically ‘parallax’ approach that involves considering an object of attention alternately from more (...) than one perspective—not just to music but to sounds in general. Along with summarizing Žižek’s views on music per se, “Focused Listening: The Aesthetics of Parallax” explores various ways in which persons in the presence of a single ‘sound object’ might listen to, and thus perceive and hear, that sonic phenomenon. (shrink)

Beyond the observation that both speakers and listeners rapidly inspect the visual targets of referring expressions, it has been argued that such gaze may constitute part of the communicative signal. In this study, we investigate whether a speaker may, in principle, exploit listener gaze to improve communicative success. In the context of a virtual environment where listeners follow computer-generated instructions, we provide two kinds of support for this claim. First, we show that listener gaze provides a reliable real-time (...) index of understanding even in dynamic and complex environments, and on a per-utterance basis. Second, we show that a language generation system that uses listener gaze to provide rapid feedback improves overall task performance in comparison with two systems that do not use gaze. Aside from demonstrating the utility of listener gaze in situated communication, our findings open the door to new methods for developing and evaluating multi-modal models of situated interaction. (shrink)

In this essay, Mordechai Gordon interprets Martin Buber's ideas on dialogue, presence, and especially his notion of embracing in an attempt to shed some light on Buber's understanding of listening. Gordon argues that in order to understand Buber's conception of listening, one needs to examine this concept in the context of his philosophy of dialogue. More specifically, his contention is that closely examining Buber's notion of embracing the other is critical to making sense of his conception of listening. Gordon's analysis (...) suggests that, in Buber's model, listening involves a kind of active attentiveness to another's words or actions, engaging them as though they are directed specifically at us. Gordon's discussion of dialogue and listening also indicates that the relation between speaking and listening is one of reciprocity and mutual dependence and that listening plays an essential role in initiating many dialogues by creating a space in which two people can embrace each other as complete individuals. (shrink)

The COVID-19 outbreak required diverse strategies, such as social distancing and self-isolation, to avoid a healthcare system crisis. However, these measures have been associated with the onset or increase of anxiety and depression symptoms in the population. Music listening was previously shown to regulate emotion, consequently reducing depression symptoms. Since previous studies with Brazilian samples have already shown a high prevalence of depressive symptoms during the first confinement period, the aim of this study was threefold: (i) to compare groups with (...) severe depression symptoms and no depression in what concerns to demographic and socio-economic factors as well as symptoms of anxiety and resilience levels, (ii) to explore changes in music listening daily routine during the confinement measures by both groups (no depression and severe depression), and (iii) to investigate which were the main factors influencing both two groups to music listening during the COVID-19 pandemic. This cross-sectional study included 494 Brazilian respondents aged 18 years and above. Our online survey comprised demographics, socio-economic, and COVID-19 related questionnaires, with questions regarding music listening used during social distancing measures on which the participants rated how much each of the 41 potential reasons for listening to music changed in importance compared to the situation before the pandemic and also the evaluation of anxiety, depression, and resilience levels. The respondents with severe depression were younger and showed higher levels of anxiety symptoms and lower resilience level. Furthermore, they were increasingly likely to listen to music to feel emotionally better with the situation, to feel comfort, to forget problems, to be energetic, to decrease sad feelings, to relax, to cheer up, to forget concerns, to express feelings, to reduce anxiety, to remember better times, to relieve boredom, to mentally stimulate themselves, and to ward off stressful thoughts compared to the participants with no depression. The exploratory factor analysis (FA) identified four types of music listening functions during social distancing measures: negative mood management, cognitive functioning, positive mood management, and physical involvement, in which the participants with severe depression revealed significant differences compared to non-depressed participants for the negative mood management factor, which shows the importance of music listening to regulate their negative emotions. As a conclusion, we can argue that most of our respondents used music listening to cope with and regulate their moods during confinement, especially those who presented with severe depression symptoms. (shrink)

The first section of this chapter illustrates that the pogrom in Rostock-Lichtenhagen in 1992 has not been categorized sufficiently as a substantial milestone of right-wing violence in postwar Germany. This pogrom led to historically significant limitations in the right to asylum, ultimately resulting in a change to the German constitution. We propose to look at Rostock-Lichtenhagen as an example to explain that practices of remembering right-wing violence, a process that we describe with the term ‘Doing Memory on right-wing violence’, is (...) a central part of creating a society’s basic story. This basic story, in turn, contributes to how a society understands itself. In this chapter’s second section, we argue first that analyzing practices of memory of right-wing violence, be they acknowledging, forgetting or suppressing those practices, actually make it possible to even expose the persistence of the basic story as a central element of political culture. Second, we want to uncover how potential and publicly effective interventions of and changes to the basic story might look like. Here, we build on Habermas’ model of democracy, utilize Susan Bickford’s work on listening as an important element in her political philosophy and refer to Benjamin Barber, who articulates that a participatory democracy requires political listening. As a result, our chapter’s third section demonstrates how listening can be conceptualized from a supra-individual perspective and how questions that are critical of existing hegemonic structures can prioritize a focus on hegemonic (non)listening. Lastly, we will sketch out strategies to intervene in hegemonic (non)listening. These strategies connect theoretically with concepts of ‘counter publics’ and ‘opinion forming publics’ and reference, among others, the work of Seyla Benhabib and Iris Marion Young, thus enabling the creation and execution of resistance practices of Doing Memory on right-wing violence. (shrink)

This article argues that empathic listening deceives naive sources into thinking that they will be portrayed favorably in news stories. It suggests that a fair practice of interviewing obligates journalists to obtain informed consent from their sources in advance. Journalists may waive this obligation only when the personal integrity of sources is protected against the pragmatic calculations that tend to prevail in journalism ethics.

In this interdisciplinary study, Dr Levin offers an account of personal growth and self-fulfilment based on the development of our capacity for listening.

In a study that goes beyond the ego affirmed by Freudian psychology, David Levin offers an account of personal growth and self-fulfillment based on the development of our capacity for listening. Drawing on the work of Dewey, Piaget, Erikson, and Kohlberg, he uses the vocabulary of phenomenological psychology to distinguish four stages in this developmental process and brings us the significance of these stages for music, psychotherapy, ethics, politics, and ecology. This analysis substantiates his claim that the development of our (...) listening capacity is a process that fits Foucault's conception of a practice of the self, forming our character as social beings and moral agents. David Levin contends that our self- development as auditory beings is necessary for the achievement of a just and democratic society. (shrink)

In this essay, the author considers intertextuality in contemporary musical work, conceptualizing it not only as a critical category and as an artistic convention, but also as an aesthetic strategy. Listening for texts, as it were, opens the work for influences and gives it new purposes. The multiple texts, which are mutually interdependent, alter each other’s meaning and are “read” and “re-read” during aesthetic experience. Depending on the listener, these meanings are more or less pronounced; some are seen as (...) primary, while others are seen as secondary. Sometimes they are co-dependent and meaningful together, but sometimes they shy each other out. The multilayered quality of the work is acknowledged and seen as important even before individual meanings can be discovered. The author proposes a look at intertextuality in reference to musical works by Steve Reich,. The author uses Ryszard Nycz’s definition of intertextuality and confronts it with Umberto Eco’s idea of interpretation and the structural openness of art. Putting forward a concept of listening-in as a necessary element of receiving and understanding certain musical works, she suggests accepting an intertextual aesthetic strategy for a satisfactory aesthetic experience. Assuming the presence of multiple texts, which are different in character and meaning, and accepting their interdependence, changes the reception of the work and colors its qualities. The challenge is not only to seek out different texts hidden behind the purely musical face of the work but to find out the way they influence each other, knowing full well that the major or minor role those texts play depend on the listener as much as on the author. (shrink)

An overview of the computational prediction of emotional responses to music is presented. Communication of emotions by music has received a great deal of attention during the last years and a large number of empirical studies have described the role of individual features (tempo, mode, articulation, timbre) in predicting the emotions suggested or invoked by the music. However, unlike the present work, relatively few studies have attempted to model continua of expressed emotions using a variety of musical features from audio-based (...) representations in a correlation design. The construction of the computational model is divided into four separate phases, with a different focus for evaluation. These phases include the theoretical selection of relevant features, empirical assessment of feature validity, actual feature selection, and overall evaluation of the model. Existing research on music and emotions and extraction of musical features is reviewed in terms of these criteria. Examples drawn from recent studies of emotions within the context of film soundtracks are used to demonstrate each phase in the construction of the model. These models are able to explain the dominant part of the listeners’ self-reports of the emotions expressed by music and the models show potential to generalize over different genres within Western music. Possible applications of the computational models of emotions are discussed. (shrink)

I offer a novel interdisciplinary approach to understanding the communicative task of listening, which is under-theorised compared to its more conspicuous counterpart, speech. By correlating a Rylean view of mental actions with a virtue ethical framework, I show listeners’ internal activity as a morally relevant feature of how they treat people. The listener employs a policy of responsiveness in managing the extent to which they allow a speaker's voice to be centred within their more effortful, engaged attention. A just (...) listener's policy of responsiveness avoids unwarrantedly dismissing speakers’ messages on the basis of peripheral attention alone. (shrink)

Contemporary electronic music has splintered into numerous genres and subgenres, all of which share a concern with whether sound, in itself, bears meaning. Listening through the Noise considers how the experience of listening to electronic music constitutes a departure from the expectations that have long governed music listening in the West.

Listening for God proceeds from the author's belief that, across a wide spectrum of outlooks, people are attracted to religion, yet wary of it.

In his central educational work, The Science of Education (1806), J.F. Herbart did not explicitly develop a theory of listening, yet his concept of the teacher as a guide in the moral development of the learner gives valuable insight into the moral dimension of listening within teacher-student interaction. Herbart's theory radically calls into question the assumed linearity between listening and obedience to external authority, not only illuminating important distinctions between socialization and education, but also underscoring consequences for our understanding of (...) the role of listening in educational relations. In this inquiry, Andrea English argues that critical listening in teaching contributes to the moral education and development of the learner. To do this, she examines Herbart's view of the teacher's task as a moral guide in the realm of moral education. English contends that reexamining Herbart's theory of education (a theory that is, for the most part, no longer discussed in Anglo-American educational philosophy) can productively inform our understanding of moral education in democratic and pluralist societies. (shrink)

In accordance with Progressivism, Matthew Lipman, introduced an educational model for renewal and change by means of the child. With his Philosophy for Children programme he wished to offer an alternative for the intellectualistic oriented education which silenced children. The answer to the search for freedom and change, Lipman finds in the symbioses between ‘Philosophy’ and ‘Children’. Philosophy expressed in critical thinking and communication, was the basis to emancipate the child from the oppression of the adult and to cause change. (...) According to Lipman the main purpose of philosophy is to free every individual from determination. This plea is being elaborated by dialogue. The main issue of our paper concerns the question whether Lipman’s alternative ‘Philosophy for Children’ can fulfil the promise of change and freedom. To answer this question we will investigate thoroughly where dialogue and change in Philosophy for Children stand for. Finally we will propose another perspective of dialogue. A dialogue stressed on listening. Listening to how the world appears to us and how we appear to ourselves. (shrink)

In this article, Heather Greenhalgh-Spencer argues that deep listening is the foundational component of bridge-building; that it is deep listening that foments the trust and desire for action that undergirds our building of bridges. While “listening” is not a new topic, Greenhalgh-Spencer adds to the literature by expanding on what are the essential components of the kind of listening — which she calls “deep listening” — that can lead to ethical action, change, and connection. She identifies desire, care, acknowledgment of (...) difference, acknowledgment of power, and courage as the key components of this form of listening. Furthermore, she aims to provide concrete examples of how deep listening enables — in fact, is the primary foundation for — bridge-building. She begins the article by defining “deep listening” and then moves to an example of deep listening in action, one taken from the context of community-engaged partnerships — a type of bridge-building in which university faculty create partnerships with community members. In taking this approach, Greenhalgh-Spencer provides a clear illustration of the essential role deep listening plays in the ethical bridge-building process. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy, Psychiatry, & Psychology 10.1 (2003) 57-62 [Access article in PDF] Listening to People Or Listening to Prozac?Another Consideration of Causal Classifications Jennifer Hansen Keywords causal classification, descriptivism, melancholia, neurasthenia, depression, cultural relativism. The shape and detail of depression have gone through a thousand cartwheels, and the treatment of depression has alternated between the ridiculous and the sublime, but the excessive sleeping, inadequate eating, suicidiality, withdrawal from social interaction, (...) and relentless despair are all as old as the hill tribes, if not as old as the hills. In the years since man achieved the capacity for self-reference, shame has come and gone; treatments for bodily complaints have alternated and crossed with treatments for spiritual ones; pleas to external gods have echoed pleas to internal demons. To understand the history of depression is to understand the invention of human being as we now know and are him. Our Prozac-popping, cognitively focused, semi-alienated postmodernity is only a stage in the ongoing understanding and control of mood and character. (Solomon 2001, 286) ALTHOUGH ANDREW SOLOMON clearly believes that "the shape and detail of depression have gone through a thousand cartwheels," Jennifer Radden gives us pause before assuming that depression is just another name for Dame Melancholy. Solomon's claim depends on a deeper metaphysical claim about the nature of depression and its causes. The current method of psychiatric nosology, descriptivism, does not necessarily support equating melancholia and depression. Furthermore, it appears that adopting descriptivism as the sole method of classifying mental disorders commits us to cultural relativist psychiatry. Below I reconsider whether we want to rule out causal classifications and suggest that embracing both descriptivism and causal classifications offer us greater possibilities in understanding human illness and culture.Although the occasion for Jennifer Radden's essay is to investigate whether or not melancholia and depression refer to the same thing, her essay detours into a consideration of extra-descriptivist models of psychiatric illness versus the descriptivism of current psychiatric nosology. This detour turns out to be warranted; her purely academic question yields to a timelier question concerning the proper methodology for classifying mental disorders. Whereas debates about psychiatric nosology are perennial, the recent success of the new generation of antidepressants [End Page 57] is reviving biological psychiatry and its search for the neurochemical origins of depression. Hence, embedded in Radden's question concerning whether or not melancholia is the same thing as clinical depression, is another important question concerning the causes of mental illness, particularly depression.Currently, with its descriptivist approach, the Diagnostic and Statistical Manual of Mental Disorders (DSM) does not classify mental illness, such as clinical depression, based on underlying causes. The cluster of symptoms and behavioral signs that lead a clinician to diagnose one as depressed that are contained in either the DSM or the International Classification of Diseases (ICD) may be too fuzzy or elusive to give any clear distinction between major depression, mild depression, and the blues. For example, one group of epidemiologists points out that [t]he DSM-III, DSM-III-R, and DSM-IV acknowledge that depression, like many mental disorders, has no currently obvious natural classes... If natural classes of depression exist, then their nosology awaits the discovery of distinct and reliable genetic, biological, clinical, or other predictors of risk, severity, or clinical course. Clinicians have a tradition of separating depressions into subtypes; however, this subtyping has not yet led to clear-cut delineations of syndromes in populations. (Kaelber 1995, 4) The evidence is still insufficient to establish the biological or psychological origins of depression. Although many theories exist that explain why people become depressed, scientifically we are not yet in a position to determine which is the right theory. From a pragmatic perspective, however, whether or not we know what causes depression, we can nonetheless attempt to alleviate suffering from depression. And it is with this goal in mind that the DSM-IV and ICD-10 classify mental disorders.Now, given that our current methodology for psychiatric nosology does not establish causes, it is also insufficient for determining what... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:“Listening to Reason”:The Role of Persuasion in Aristotle’s Account of Praise, Blame, and the VoluntaryAllen SpeightAristotle connects praise and blame closely to the voluntary, but the question of how his discussion of these terms should be construed more broadly in the context of a theory of responsibility has been much disputed. There are some well-known difficulties with the coherence of Aristotle's views in this regard: animals and children, for (...) example, are said to be voluntary agents, but are not held to be responsible;1 moreover, praise and blame seem to be important for what might be thought to be incompatible purposes—on the one hand, for behavioral improvement and correction (a usually prospective concern) and, on the other hand, for assessment of moral responsibility in terms of what an agent merits or deserves for what he or she has done (a retrospective concern).2One of Aristotle's first examples of the use of praise and blame in the Nicomachean Ethics captures some of the difficulty commentators have found in trying to understand his position. In drawing an analogy to illustrate the difference between parts of the soul, Aristotle comments that "in morally strong and morally weak men we praise (epainoumen) the reason that guides them and the rational element of the soul, because it exhorts them to follow the right path and to do what is best" (NE 1102b13-15). There is, he thus claims, an appetitive part of the soul thatpartakes of reason insofar as it complies with reason and accepts its leadership (hē(i) katēkoon estin autou kai peitharchikon); it possesses reason in the sense that we say it is "reasonable" to accept the advice of a father and of friends, not in the sense that we have a "rational" understanding of mathematical propositions. That the irrational element can be persuaded (peithetai) by the rational is shown by the fact that admonition (nouthetēsis) and all manner of rebuke (epitimēsis) and exhortation (paraklēsis) are possible. If it is correct to say that the appetitive part, too, has reason, it follows that the rational element of the soul has two subdivisions: the one possesses reason in the [End Page 213] strict sense, contained within itself, and the other possesses reason in the sense that it listens to reason as one would listen to a father.(NE 1102b31-1103a)I will argue that this image of listening and persuasion is more significant for Aristotle's conceptions of voluntariness and responsibility than is often thought. The image suggests not only that Aristotle is interested in both prospective moral education and retrospective assessments of responsibility, but that a crucial (and, in the literature to this point, quite neglected) term that he offers as a gloss for understanding his conception of the voluntary—the notion of peithō or persuasion—is in fact central to his employment of the categories of praise and blame in both prospective and retrospective senses. Aristotle's use of the concept of persuasion is not merely a casual gloss, but gives him instead an unusually helpful category for understanding the range of types of action within his philosophy of agency and how they fit within the larger scheme of parts of the soul in the Ethics and the distinctions among actions that stem from virtue, vice, moral weakness, and moral strength.In what follows, I will first examine how Aristotle uses peithō to explain the related notions of the voluntary (as to hekousion is usually translated) and the noncompulsory in the Nicomachean Ethics, III.5, and the Eudemian Ethics, II.8. I will then explore how Aristotle appeals to peithō and its cognates to address one of the most vexing problems his theory of voluntary agency must work out—the problem of akrasia and enkrateia (moral weakness and moral strength)—and, next, more widely how these related concepts become relevant for his account of the parts of the soul and gradations of action.I. Persuasion and the Voluntary (EE II.8 and NE III.5)Aristotle appears to link closely the notions of voluntariness (to hekousion)and persuasion (hē peithō).Bonitz's Index takes the two terms straightforwardly... (shrink)

Prelude and address. I'm listening -- Author's rights, listener's rights (journal of our ancestors) -- Writing our listenings: arrangement, translation, criticism -- Our instruments for listening before the law (second journal entry) -- Listening (to listening): the making of the modern ear -- Plastic listening.

Listening to the landscape means hearing the world differently, this article contends. Since its theorization in the pictorial figuration of the fifteenth and sixteenth centuries, landscape has been conceived as a spatial extent delimited by the gaze of a spectator. In the late 1960s a more complex and sensitive approach to landscape, including reflection on its sound and acoustic aspects, began to emerge. Despite this new focus, a certain oculo-centrism still persists. The ecosophical approach — which complicates and goes beyond (...) the antitheses of subject/object, ethics/aesthetics, nature culture — that is put forward here promotes a new aesthetic dimension focused on listening. Based on the notions of presence, holism and non-separation, this approach makes it possible to combine the individual and the collective imagination with social relations and natural processes. (shrink)