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Creating Atmospheres as a Pedagogical Task
Kora Butz
Abstract
This article focuses on the question: how do children experience atmospheres? A literary excerpt shows that children have no distance to their surroundings and therefore can be influenced and shaped by atmospheres to a much higher degree than adults. This view is supported by some recent neuroscientific studies. Atmospheres could turn out to be a forming influence in the child´s development, even slightly modifying the bodily constitution of later life. This puts a deep responsibility on parents and pedagogical staff. As a pedagogical task we must investigate what kind of atmospheres can contribute to a healthy way of bringing up our children. Can we facilitate development by creating appropriate atmospheres? Regarding the surroundings of children, what consequences must be drawn concerning the architectural space, the choice of light and materials according to the atmospheres they radiate? In addition, pedagogical interaction with the child must be looked at as a continuous arising and changing of atmospheres. In this essay, first attempts are made to find a conscious approach to atmospheres in a pedagogical context and to elaborate criteria for atmosphere design in pedagogy and related fields of work.
Key Words
atmosphere; childhood; development of consciousness; architecture; design; education; media
1. Introduction
Atmospheres surround us. They are evoked by landscapes or by the weather; they fill spaces and emanate from people. Intentionally or unintentionally, we create atmospheres because of the way we build and furnish our surroundings, and even by our way of approaching people. This has been the case since ancient times, and yet research on atmospheres has only recently become a subject of interest in philosophy. A contradiction? The atmosphere, as something that arises between the subject and the environment, is ephemeral and, especially for our daily conditions in adult life, elusive. With our fact-orientated consciousness, pursuing plans, striving to meet deadlines, we often tend to ignore the atmospheres that surround us as an unsought accessory that could distract us from our current goal. However, people also actively seek out atmospheres, often for recreation; for instance, they select the music they want to listen to. Many professions make use of the effect of atmospheres on people, for example, in advertisements, design, and within a huge sector of the recreation industry. And none of us can avoid staging ourselves atmospherically, for example, through fashion or haircuts, because even the lack of a haircut creates an atmosphere. Atmospheres are omnipresent.
And yet, a special awareness is needed to consciously perceive atmospheres. It may even take practice. One must turn to something indeterminate, but very real. The task is to let oneself be touched by the intangible, by the mood that seems to be spherically emanated by an impression, like the scent from a blossom. Hermann Schmitz points out that atmospheres have an effect on one´s own bodily condition: entering a space of deep sadness around you or within yourself enhances the feeling for the gravity of one´s own body. This bodily condition can be felt as a kind of pressure, where being submerged in a wave of joy and enthusiasm gives you the impression that the force of gravity can easily be overcome; it evokes a feeling of levity.[1] Gernot Böhme points out that atmospheres, though they seem to be immaterial, are perceived by allowing an interaction between the surroundings and the self with regard to their mutual bodily presence. He characterizes it as an in between experience:
It has to be pointed out that atmosphere is something in between the subject and the object, namely their common reality. They are experienced as an affective influence, but each having a character or a characteristic way in which they appear to us. [2]
To concentrate on how one is affected in one´s own bodily condition by the ambient sensual impressions will give rise to emotions that are mostly subtle compared to the sensual impressions themselves. What has been experienced becomes clear more easily when compared to contrasting impressions.[3]
Concerning one’s own bodily experience, Schmitz not only focuses on the way we behold gravity but also characterizes two main tendencies of bodily conditions that can be distinguished, constriction and expansion, as two primal phenomena. He associates expansion, widening (Weiten), with feelings like happiness, love, or religious rapture, but also with the experience of falling asleep. Constriction (Engen) means to mainly experience the restriction and crampedness of bodily existence; it is associated with fright, grief, oppression, and inhibition. According to Schmitz, all the manifold atmospheric impressions can be traced back to one of these two basic bodily conditions.[4]
In the following sections, we turn to the question of how the concept of atmosphere is relevant to pedagogy and the necessity to examine the child’s relationship to atmospheres. Are the atmospheres more relevant for children than for adults? How do children react to atmospheres? Can we call to mind their way of perceiving the world?
2. Do children perceive atmospheres differently than adults?
It can be easily noticed that atmospheres have more impact on young children than on adults. One can observe that young children often react to their surroundings in a spontaneous, uninhibited, and unreflective manner. Of course, they have not yet been trained in reflective, measured, and appropriate behavior in society. But it is more than that. The process of perception itself seems to be different.
In an impressive way, Jaques Lusseyran describes an early experience in his autobiography, “And There Was Light.” We don´t know how old he was then; at any rate, not more than seven years old and probably younger, standing on a balcony in the narrow streets of Paris:
None of the rooms in our three-room apartment has remained clear in my memory. But the balcony was different, because on the balcony there was light. Impetuous as I was, I used to lean patiently on the railing and watch the light flowing over the surface of the houses in front of me and through the tunnel of the street to right and left. This light was not like the flow of water, but something more fleeting and numberless, for its source was everywhere. I liked seeing that the light came from nowhere in particular, but was an element just like air. We never ask ourselves where air comes from, for it is there and we are alive. With the sun it is the same thing.There was no use my seeing the sun high up in the sky in its place at noon, since I was always searching it elsewhere. I looked for it in the flickering of its beams, in the echo which, as a rule, we attribute only to sound, but which belongs to light in the same measure. Radiance multiplied, reflected itself from one window to the next, from a fragment of wall to cloud above. It entered into me, became part of me. I was eating sun. [5]
For Jaques Lusseyran, who became blind due to an accident when he was not quite eight years old, this intense visual experience of light probably remained an outstanding memory. He wrote his autobiography at the age of thirty-five. In the pictorial description we find him as a vivid and usually impetuous boy leaning tranquilly on the railing. Behind him is the apartment, in front the walls of the opposite houses, and a road on the left and on the right side: a clear and well-ordered bodily orientation in space. Progressively, this static order is more and more superimposed or even dissolved by movement: Lusseyran experiences the light as flowing, fleeting, flickering, multiplying, and even echoing. The narration moves towards a climax of unification, where the separation of subject and object no longer exists: “the light … entered into me, became part of me.”
So how can the young boy´s self-experience be described during this process of immersing in the atmosphere of light? Initially, there is an active phase (“I looked for it …”), then a receptive phase, with an almost overwhelming experience (“the light entered into me, became part of me”), where the border between subject and object seems to dissolve. At last, the enriched subject emerges anew in the concluding sentence, “I was eating sun.” With this “I,” the boy manages to maintain his personality within the happening. He emerges again from the indefinite. In earlier years of childhood, this last step maybe would not have taken place until another impression, like his mother calling him from inside the flat, would have brought him back to himself.
What can we derive from this concerning an age even younger than in this literary excerpt? It seems that an atmosphere can be felt so intensely by the young child that it can be difficult for the child to distinguish himself or herself from it. The impression seems to fill more space in its consciousness than later in life, so the child cannot tear away from it. Besides, children lack the words to name what they have experienced. If you, as an adult, become aware of an atmosphere or a mood, you would be able to describe it. The ability to characterize what feelings we undergo allows us to partially escape their magic. Developing the facility of speech and thought frees the child step by step to feel as a self-reliant entity within the world. The small child, however, without these means, is completely immersed in the atmospheres, at their mercy and absorbed by them.
Walking past street musicians in the pedestrian zone, one can witness how small children spontaneously start dancing to the music, in self-forgotten happiness. On the other hand, when entering a room with an uneasy atmosphere, the oppression a child feels might cause them to cry or whine, although the child is safe and sound in mother´s arms. As the child gets older, in a healthy development this feeling of being at the mercy will give way to an increasing independence. But some children retain this openness to a large extent even in their school years, which is an increasing tendency. They are classified as “hypersensitive” or “highly sensitive children.”
In his book, Lusseyran contemplates the change of consciousness in a critical manner:
I am certain that children always know more than they are able to tell, and that makes the big difference between them and adults, who, at best, know only a fraction of what they say. The reason is simply that children know everything with their whole being, while we know it only with our head.[6]
The term ‘whole being’ can be interpreted in different ways. Obviously, it refers to the whole body in contrast to “only with our head.” It also includes the human being as a whole. When understanding “everything with our whole being,” we include bodily sensations in addition to emotional and intellectual content. Children are turned to the impressions with every fiber of their being. As one develops, a reduction takes place: if comprehending means using “only the head,” the inner structures seem to change. The head area lights up and awakens as a predominant center and outclasses the rest of the experience abilities. Only through practice can we, as adults, regain the ability to open ourselves to subtle atmospheres in our surrounding …with our whole being. Peter Selg, a physician and specialist in child and adolescent psychiatry and psychotherapy, summarizes the human condition in early childhood in a book with the meaningful title, “The child as a Sense Organ.”[7]
3. The impact of atmospheres on the development of the child
In young children, the interaction with the environment has a significant impact on their physical development. A presentation of the underlying physiological facts would lead too far in this context. It should be noted, however, that according to neuroscientific studies, connections between neurons are largely shaped postnatally, depending on the child’s experiences. Structurally and functionally, mental or emotional experiences, sensory impressions, and movement experiences can have a positive effect on the development of the brain by stimulating and promoting synapse growth and neuron connections, or, depending on their nature, can also be a hindrance leading to a less complex, less flexible, less versatile structure of the brain.[8]
This means that beneficial and fostering impressions would be more stimulating, while a lack of valuable experiences would be less stimulating. Besides exposure to severe mental, emotional, or physical stress, anxiety and shocks or trauma can be disadvantageous. They might cause a withdrawal of the child from the world in an attempt to protect against further pain, which as a result leads to a lack of stimulating experiences. It should be mentioned, though, that some children have remarkable resilience to cope with adverse circumstances. Regarding atmospheres in this context: how deeply do these early, intense, unfiltered impressions shape the child?
Atmospheres can be responsible for whether the abilities that are inherent in a person develop accordingly or not. Particularly because they are usually forgotten, early childhood experiences can still be present in the unconscious where they have a significant influence on a person´s attitude towards life. This underlying attitude to life affects, among other things, the willingness, endurance, and capability to deal with conflicts and stressful situations. Everyday well-being can suffer from massive, recurring disruptions as a result of traumatic experiences. Processing trauma is the therapeutical approach of analytic psychology. From a physiological point of view, however, the autonomic nervous system, which is distributed throughout the whole body, plays a crucial role for either the underlying mood of well-being or else the sensation of underlying disturbance and insecurity.
Working in a pedagogical setting, it is important to bear in mind that, whatever you are doing, you are always creating an atmosphere, and this atmosphere will have an effect. Education apart from teaching has the role to protect the child while creating an environment that promotes healthy development.
4. What kind of atmospheres do children need?: Constriction and expansion
Being aware of this great responsibility, the next question must be: what kind of atmospheres should be surrounding our children? Is there such a thing as an atmosphere conductive to development? The question is delicate. It robs us of the innocence in our pedagogical approach. Should a teacher or educator perform a rehearsed role, to create a kind of ideal breeding ground for human offspring? Would not the children be disconcerted and irritated by such conduct? There is a German saying, “Man spürt die Absicht und man ist verstimmt.” (My translation: “One senses the intention, and one feels irritated.”) Yes, they certainly would. In their fine sensitivity, the artificiality of a dishonest atmosphere would strike them. Without a doubt, as a teacher or educator, I must be able to forget this aspect during my daily work. Above all, the atmosphere that surrounds our children must be one thing: real. In other words: honest.
As Gernot Böhme develops in his book Atmosphäre, we do not perceive atmospheres in isolation via a single sensory area, but syn-aesthetically.[9] The atmospheres we perceive are not sensual impressions as such, but we let ourselves be affected in our feeling (“Spüren in affektiver Betroffenheit.”).[10] According to Hermann Schmitz, the atmosphere even affects our bodily condition; it influences how we feel to ourselves within our own body. If we apply his experience terms of ‘constricting’ and ‘widening’ to our question, the question would be: What do children need, constriction or expansion?[11]
First of all, it has to be mentioned that the German term ‘Engen’ does not necessarily have a negative connotation; it means merely becoming tighter, narrower. However, Herrmann Schmitz uses the term ‘Engen’ clearly in the sense of restriction or pressure, that is, a negative experience that may have an awakening effect, but without being soothing. Widening, however, is a beneficial experience throughout in Hermann Schmitz´s philosophy.
This may be considered differently when applied to the needs of childhood. Can Engen also provide support? In the last third of pregnancy, the child experiences continuous constriction, after having previously experienced great mobility in three-dimensional space, swimming in the amniotic fluid freed from gravity, an ability to somersault and turn in all directions, and to rest in all positions at will. At the end of the pregnancy, is this constriction perceived as a predicament, as a distress? We do not know. However, watching children who have not been able to fully enjoy this constriction due to premature birth, the question can arise as to whether they are missing something. The experience of tightness is an intense tactile experience all around, which gives profound security in the bodily experience: here I am, I feel myself enclosed. The lack of this experience of being encased tends to create uncertainty. If I don’t feel myself physically, my self-awareness threatens to dissolve within the big, bright, and boundless world I enter after birth. In completing its urge to explore the unknown world and to take possession of it, the child also has the need to be enveloped, to be nested, to be protected. This may explain why children enjoy building dens or huts so much, for example, by putting a blanket over a table and crawling under it, building outdoor camps made of branches in the woods, or playing hide and seek. The experience of the enveloping is presumably a basic human need.
Expansion is also a basic human need. With joy, children simply run into the vastness of a meadow, the sky above them, further and further. They love to test whether a limit set by adults can be extended or exceeded. How open-mindedly they engage in new things. Their lack of awareness of the dangers demands alert protection from their caregivers. In summary, the child needs both expansion and enclosing. And, as a further thought: Just as day and night alternate in the experience of the child, active phases and phases of rest, sunshine and rain, being at home and going out, a rhythmic alternation of the atmospheres of enclosure and widening would be desirable, preferably with a gentle transition from one to the other.
5. Consequences for architecture and interior design
Considering the essential needs of the child concerning enclosure and widening can set a stimulus for architects designing crèches, kindergartens, schools, after-school care institutions and the interior designs and furnishings within them. Without giving readymade solutions we will have a look at the themes of light, space, and the selection of materials and colors.
a) Light
When building classrooms, the so-called “cold white light” from the range of daylight lamps is usually recommended for best results of concentration; it most completely reproduces the full spectrum of sunlight at midday. But sensitive individuals can experience this quite differently. I quote Gernot Böhme:
Entering the light, being seized by the brightness means a shock, being thrown back on oneself as an exposed, vulnerable object. It is as if the brightness were looking at you with a thousand eyes.[12]
Nothing shall be said against using bright lamps in schools for health reasons. But when it comes to classroom tasks where children are asked to develop their own ideas and imagination, the intrusiveness of the visible world can be distracting. A little twilight might help to make up your own story for an essay, or better listen to a story being read. It would be desirable to have two different lights, or else install a dimmer.
b) Space
As humans, we spend our lives alternating between the outer and the inner world. Experiences of self-efficacy “outside” and relaxation or inner maturation “inside” alternate. These are primal human experiences, musically spoken of as the qualities of major (outgoing) and minor (internalizing). If you take this as a basis, you may agree that institutions built for children should not only convey width, clarity, neutrality, objectivity, and as many windows as possible. The quality of feeling enveloped should not be neglected architecturally, especially nowadays when children spend so many hours in institutions. There are more and more children who have little tolerance for frustration, are thin-skinned, or distractible. These children should be considered by modern architects.
Perhaps the architecture of the future will not place the ceiling flat on rectangular walls but instead round off the room with a slight curvature and thus better center it. This is just as nature anticipated in the domed structure of the human skullcap, under which we hatch our best ideas.
c) Materials, colors, forms
If atmospheres shape our children deeply, materials that do not pretend to be anything else from what they are will be most convincing. A laminate floor may be practical, but as an atmosphere it is an artfully spoken lie. We can foster young children, in particular, by surrounding them with natural, original materials. The sophistication of an aesthetic surface may be reserved for a later age.
Searching for suitable colors, nature can also be inspiring. There are, for example, so many kinds of green in our vegetation that convey subtle transitions, but there are also accents of radiating, fresh colors in the blossoms; and both create a harmony together. Children need peace and security in order to process the impressions they have experienced and to develop their own inner color, their own nature. This is in contrast to a fashion that offers children’s equipment made of plastic with peppy, neon-colored funny motifs in order to please the child with its strong stimuli. It also contrasts with the black baby stroller as a stylish accessory to parents’ cool style. A return to the deeper nature of the child leads to different selection criteria.
Considering forms: Can we find forms that support the function of the object expressing it in an aesthetic way? Again, nature can provide valuable impulses: For instance, the thigh bone shows how stability and mobility can be achieved with the least possible amount of material; it is a pleasure to look at its dynamic form. The correspondence of form and function creates a convincing language of simple beauty – an ideal that has been originally formulated in the concept of Art Nouveau.
6. Children and media
Media have become an integral part of our world. The specific function of medial atmospheres is that they portray something that is not present, but is preserved as a copy. However, as we have seen before, bodily presence is important for children. The challenge for them is to move into their body and develop facilities and dexterity, exploring the world with their own activity. Watching a landscape in a film, the senses of sight and hearing are addressed. As adults, we can unconsciously supplement from the treasure of our memories the missing impressions: a breath of wind on your face, a smell in the air, the soft or hard ground under our feet. As children do not have enough experiences at their disposal to enrich the medial images with, there has to be action instead: children’s films have increased in speed with the extension of average screen time, while the child is sitting motionless on the sofa. This dissociation of soul and body should be avoided as long as possible in favor of one’s own experiences in nature and social life. If a parent sings a good-night song for their child, no matter how imperfect, it gives the child more atmospheric nourishment than an ever so perfect digital rendition. There is no need to worry that the children will miss out on something. As adolescents, they will quickly adapt to the new technical tools and gadgets, if they have been able to develop their own creativity and drink in atmospheres in abundance during their early years.
7. Psychical atmospheres
Widening and constricting
The small child is open to the world and brings a willingness to bond with it. In order to develop, however, this ability to bond must be answered by the environment or else it would wither. An indication of this can be found in a study on orphans who were physically and mentally neglected in the Romanian children’s home, Cighid, until 1990, most of whom suffered from severe, acquired developmental disorders.[13]
In early childhood, a lack of affection can cause a withdrawal from life. To be disconnected is not just a neutral atmosphere, it is a psychological hypothermia. The child needs benevolence; it wants to be given an open and warm welcome, just as it meets the world with openness and trust. In other words: an atmosphere of widening meets an atmosphere of widening. The penetration of these atmospheres in interaction is the breeding ground for a healthy development. The parents and the teachers’ confidence in the child´s personality, their attention to the child’s dormant potential, are real forces that can help the child’s abilities to develop. This does not have to be articulated by the carer. The child senses the inner attitude within the atmosphere and, even if they were initially shy or skeptical about the situation, they can loosen up little by little and begin to engage in the happening and find a connection to the content. More than one would think, learning has to do with finding a personal relation to the content or to the person teaching it (who would then be a sort of catalyst). Hartmut Rosa, a German sociologist and political scientist, refers to this in his concept of “Resonanzpädagogik.”[14]
We have spoken about the ability of bonding, which has a quality of widening. Does constriction also have an importance in education? There will be situations where the expansion becomes too much, when the children tend to be too exuberant, high-spirited, overbearing, losing the right balance. Drawing clear boundaries can be important. To maintain order and to demand respect for the fellow human is an important regulatory factor for children, which they sometimes do not yet find in themselves, so it must be shown to them. Here widening meets constriction, whereby the child is drawn back into his or her boundaries and has to endure the feeling of being thrown back on oneself. There can be feelings like shame, uneasiness, anger, guilt, understanding. This is not pleasant for the child, but awakening. It is not pleasant for the teacher, either, but it can be necessary. However, the adult should use such moments carefully, early enough to handle the situation with sovereignty. The teacher’s composure, his or her preserving of shape, are experiences of Engen as an example of structure and self-control worth imitating.
Social skills
This also has an importance for the development of social skills. In the social realm, my own development comes up against a limit, where it becomes a hindrance to the development of my fellow human beings. So, in social life we should always strive to find a balance between self and world. This atmosphere of balance between widening and contraction could be called the atmosphere of mindfulness (Achtsamkeit).
Learning
We have looked at Engen in terms of behavior. Let us now focus on cognition. Enthusiastically following the content of a lesson is only the beginning of cognition. In order to understand, the child has to carry out both gestures: connecting in a sympathetic way (widening), but then also distancing oneself in a vis-à-vis-position in order to observe, distinguish, and describe in a differentiated way (constriction). The mood of interest, openness, is followed by the mood of pensiveness, internalization, seriousness. Knowledge arises from the constriction that occurs after a widening. The teacher has to carefully guide pupils through this change of moods in the process of cognition.
From this it can be deduced that the lessons should ideally have a breathing character, a swinging back and forth of expanding and contracting elements. This can be a subtle play of moods, from inviting, leading words to serious consideration, which is then lightened up with a little humorous remark.
Time structure
Concerning the timetable, the endeavor of creating a health-preserving time structure during a school day would look for an alternation of different teaching subjects. While cognition subjects lead to concentration (turning to a center), creative activities or sports can help to loosen up.
The atmosphere of the sublime
As a rare treasure, the atmosphere of the sublime should also be mentioned, which can be beneficial for the development of the child. In this atmosphere, as Gernot Böhme describes with reference to entering church rooms,[15] the person feels elevated and expanded by the size of the solemn room, and simultaneously feels how small he or she is in relation to this space. This experience is a contraction within the widening, which evokes reverence in anticipating something higher than oneself and striving towards it.
Summary
The different pedagogical atmospheres we dealt with are (1) to arouse interest (widening), (2) to generate distance in the cognition process (contraction), and the mixed forms (3) mindfulness in social interaction (formed by combining expansion and contraction), (4) contraction and expansion in alternation: breathing time structure, and (5) focusing on the own contraction in a space of widening: the sublime, striving up to an ideal.
Conclusion
Atmosphere and childhood considerations concern us as humans, regardless of cultural or national background, and can therefore be a contribution to intercultural understanding. We have seen that the philosophical research on atmospheres leads to new impulses and ideas in various areas of childhood education and the associated design that will have to be developed. I hope the thoughts outlined in this essay can contribute to discussions among professionals and inspire those who work in the field of design.
Kora Butz
Kora.Butz@web.de
Kora Butz, curative eurythmist, qualified as Waldorf teacher. She works in an early intervention center in Stuttgart (Interdisziplinäre Frühförderstelle Fundevogel) with young children up to school age and at the Steiner School Ludwigsburg (Freie Waldorfschule Ludwigsburg) in the individual support of students. Her diploma thesis deals with rhythm as a salutogenetic element of education.
Published December 10, 2024.
Cite this article: Kora Butz, “Creating Atmospheres as a Pedagogical Task,” Contemporary Aesthetics, Special Volume 12 (2024), accessed date.
Acknowledgements
- Many thanks to the reviewers of this publication for their thorough work and helpful suggestions. I would also like to thank Rebecca Böhme and Andrew Wold, neuroscientists at the University of Linköping, Sweden, for their support regarding content and style issues.
- I apologize for not quoting and works on architecture of educational institutions. This essay is mainly a phenomenological attempt.
- The Waldorf Education founded by Rudolf Steiner has given me great inspirations. Although the topic of atmospheres is not discussed there, their design of buildings and their pedagogy are closest to the needs outlined in my essay, from what I have seen so far.
Endnotes
[1] Hermann Schmitz, System der Philosophie. Bd.III,2. Der Gefühlsraum (System of Philosophy. 3rd vol.,2. The emotional Space, my translation), (Freiburg/München: Verlag Karl Alber 2019), 120, 116.
[2] Gernot Böhme, Anmutungen. Über das Atmosphärische. (Appearances. About the atmospheric Impression. my translation), (Ostfildern vor Stuttgart: edition tertium, 1998), 8 (my translation).
[3] Gernot Böhme, Atmosphäre. (atmosphere, my translation), (Frankfurt am Main: Suhrkamp, 1995), 95.
[4] Hermann Schmitz, System der Philosophie. Bd. II, 1. Der Leib (System of Philosophy, 2nd vol.,1. The Body (my translation), (Freiburg: Verlag Karl Alber 2019), 73.
[5] Jaques Lusseyran, And There Was Light, trans. Elizabeth Cameron (Edinburgh: Floris Classics, 2007), 4-5 (Original title: “Et la lumière fut. Collection Résistance. Liberté-Mémoire.” German Title: “Das wiedergefundene Licht”)
[6] Jaques Lusseyran, And There Was Light, 6.
[7] Peter Selg, The Child as a Sense Organ, trans. Catherine E. Creeger (Great Barrington, Mass.: Steiner Books 2017), original title: Das Kind als Sinnesorgan (Arlesheim, Switzerland: Verlag des Ita Wegmann Instituts, 2015).
[8]Thomas Fuchs, Das Gehirn – ein Beziehungsorgan. Eine phänomenologisch-ökologische Konzeption,(The Brain- an Organ of Interchange. A phenomenological ecological Conception. my translation) (Stuttgart: W. Kohlhammer Verlag, 2021).
[9] Böhme, Atmosphäre, 96.
[10] Böhme, Anmutungen, 24.
[11] Schmitz, Gefühlsraum, §149, 98.
[12] Böhme, Anmutungen, 47.
[13] Nuria K. Mackes et al., “Early childhood deprivation is associated with alterations in adult brain structure despite subsequent environmental enrichment,” Proceedings of the National Academy of Sciences 117, no. 1 (January 2020): 641-649, https://www.pnas.org/doi/abs/10.1073/pnas.1911264116.
[14] Hartmut Rosa and Wolfgang Endres, Resonanzpädagogik. Wenn es im Klassenzimmer knistert. (Resonance in Education. When it crackles in the classroom, my translation), (Weinheim: Belz Verlag, 2016), 16.
[15] Böhme, Anmutungen, 97.