Volume 6 · Number 2 · Pages 190–192
The Generous Listener

Christiane M. Herr

Log in to download the full text for free

> Citation > Similar > References > Add Comment

Abstract

Context: Conversation theory and second order cybernetics both imply that conversation does not entail a transfer of meaning, but a construction of meaning by both of the conversation partners. Problem: This evokes the question of the conditions that may support or enable this construction of understanding. Method: Through recounting a conversation with Ernst von Glasersfeld I identify generosity and flexibility as a basic condition and format of conversational exchanges. I employ linguistic communication across language barriers as well as making music together as illustrative examples. Results: Generosity seems a key ingredient for enabling conversations as well as a personal skill or talent. Bridging the gaps in communication that result from differences in personal experiential worlds is only possible through goodwill enacted in the listener’s direction of his own imagination. This paper extends and connects radical constructivist notions of constraints and experience, as introduced by von Glasersfeld, with Glanville’s description of the role of generosity in conversation and Wittgenstein’s notion of the “Vorstellungsklavier.” Implications: Generosity can be characterized as the ability to move from communicating to appreciating and accommodating the other in conversations. The implications I draw are limited to the scope of my personal reflections and experiences.

Key words: listening, generosity, conversation, experience, constraints, Vorstellungsklavier

Citation

Herr C. M. (2011) The generous listener. Constructivist Foundations 6(2): 190–192. http://constructivist.info/6/2/190

Export article citation data: Plain Text · BibTex · EndNote · Reference Manager (RIS)

Similar articles

Vörös S. (2014) The Uroboros of Consciousness: Between the Naturalisation of Phenomenology and the Phenomenologisation of Nature
Vörös S. & Bitbol M. (2017) Enacting Enaction: A Dialectic Between Knowing and Being
Glasersfeld E. von (2005) Thirty Years Constructivism
Baron P. (2016) A Cybernetic Approach to Contextual Teaching and Learning
Steffe L. P. (2010) Consequences of Rejecting Constructivism: “Hold Tight and Pedal Fast”. Commentary on Slezak’s “Radical Constructivism: Epistemology, Education and Dynamite”

References

Glanville R. (2001) Listen! (The listen inn). In: de Zeeuw G., Vahl M. & Mennuti E. (eds.) Problems of participation and connection. LRC, Lincoln UK. ▸︎ Google︎ Scholar
Glasersfeld E. von (2010) A radical constructivist view of meaning and the problem of communication. In: Raskin J. R., Bridges S. K. & Neimeyer R. A. (eds.) Studies in meaning 4: Constructivist perspectives on theory, practice, and social justice. Pace University Press: Pleasantville NY: 1–7. ▸︎ Google︎ Scholar
Glasersfeld E. von (2010) Transcript of keynote speech at C:ADM2010. http://www.asc-cybernetics.org/2010/?p=2700.
Glasersfeld E. von (2010) Why people dislike radical constructivism. Constructivist Foundations 6(1): 19–21. http://www.univie.ac.at/constructivism/journal/6/1/019.glasersfeld
Herr C. M. & Fischer T. (2010) Digital drifting: Minimally instructive education for tool-aided creativity in Asia. Cybernetics and Human Knowing 17(1–2): 37–57. ▸︎ Google︎ Scholar
Nichols M. (1995) The lost art of listening. Guilford Press, New York. ▸︎ Google︎ Scholar
Wittgenstein L. (1956) Philosophical investigations. Basil Blackwell, Oxford. ▸︎ Google︎ Scholar

Comments: 0

To stay informed about comments to this publication and post comments yourself, please log in first.