Educated tastes

Liselotte Hedegaard

Educated tastes

Liselotte Hedegaard

Anvendt Forskning i Pædagogik og Samfund

Smag for Livet

Research output: Contribution to journal › Journal article › Research › peer-review

Abstract

This paper explores taste in the context of phenomenology and outlines possibilities for situating a phenomenological approach to taste within the framework of educational theory. In such an approach, taste emerges as a complex interaction between all senses and as interplay between recollection and anticipation. In this respect, taste-experience is indicative of a privileged but hitherto relatively unexplored access to cognition. It is a sensory encounter that encompasses possibilities for learning, not only about taste but also about other subjects through taste.

Original language	English
Journal	Studier i pædagogisk filosofi
Volume	6:2
Pages (from-to)	1-14
Number of pages	14
ISSN	2244-9140
Publication status	Published - 18 Dec 2017

Smag for Livet
Hedegaard, L. (Principle researcher), Pless, M. (Co-researcher) & Brodersen, P. (Co-researcher)
01/11/14 → 30/11/18
Project: Research

Cite this

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title = "Educated tastes",

abstract = "This paper explores taste in the context of phenomenology and outlines possibilities for situating a phenomenological approach to taste within the framework of educational theory. In such an approach, taste emerges as a complex interaction between all senses and as interplay between recollection and anticipation. In this respect, taste-experience is indicative of a privileged but hitherto relatively unexplored access to cognition. It is a sensory encounter that encompasses possibilities for learning, not only about taste but also about other subjects through taste.",

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N2 - This paper explores taste in the context of phenomenology and outlines possibilities for situating a phenomenological approach to taste within the framework of educational theory. In such an approach, taste emerges as a complex interaction between all senses and as interplay between recollection and anticipation. In this respect, taste-experience is indicative of a privileged but hitherto relatively unexplored access to cognition. It is a sensory encounter that encompasses possibilities for learning, not only about taste but also about other subjects through taste.

AB - This paper explores taste in the context of phenomenology and outlines possibilities for situating a phenomenological approach to taste within the framework of educational theory. In such an approach, taste emerges as a complex interaction between all senses and as interplay between recollection and anticipation. In this respect, taste-experience is indicative of a privileged but hitherto relatively unexplored access to cognition. It is a sensory encounter that encompasses possibilities for learning, not only about taste but also about other subjects through taste.

M3 - Journal article

SN - 2244-9140

VL - 6:2

SP - 1

EP - 14

JO - Studier i pædagogisk filosofi

JF - Studier i pædagogisk filosofi

ER -

Educated tastes

Abstract

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