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In Chapter 6, I introduce hermeneutic phenomenology as a philosophical method relating to the description and interpretative analysis of experience. French phenomenology has become a dialogue partner for theology and religion because of its capacity to accommodate what might be given without appearing as such. For Marion, this opens the possibility of recognising phenomena that signify in excess of or counter to experience, including phenomena of r/Revelation. After sketching Marion's typology of saturated phenomena and considering some of the criticism that has emerged in response, I observe his deepening insight that the phenomenality of the event characterises each of the counter-experiences he describes, and so has a particular importance. If what exceeds intentionality is described in terms of the event rather than as a phenomenon of revelation, we avoid the difficulties of the r/Revelation distinction that Marion draws, and decrease the sense that revelation is being smuggled into phenomenology. I also note that the event is a figure used more broadly in contemporary thought and so enables us to connect Marion’s work with that of others in potentially fruitful dialogue.
In this chapter, I examine the dynamics of contemporary so-called leisure, which is largely how we attempt to ameliorate boredom. With contemporary leisure what appears to offer self-renewal and self-actualization actually advances a form of blissful self-obliteration that enables the despair that Kierkegaard alerts us to. I then turn to an alternative conception of leisure, which draws inspiration from classical sources. This tradition, which has evolved and developed in several cultural eras, traces a line from Aristotle to St. Benedict of Nursia to Thomas Aquinas up to more recent leisure visionaries, including Simone Weil and Josef Pieper. Rather than enhancing self-restoration, these writers contend, the vacancy and inaction of free time are prey to acedia – a spiritual and mental sloth. The classical leisure tradition takes direct aim at this tendency, cultivating practices of leisure which protect the self from falling into despair. The argument here is that contemporary leisure, as it is often understood and practiced, offers a temporary anesthetic that in the end intensifies existential boredom and despair. True leisure, by contrast, restores and renews the self, offering a powerful antidote to existential boredom and the despair that afflicts the self.
Boredom is an enduring problem. In response, schools often do one or both of the following: first, they endorse what novelist Walker Percy describes as a 'boredom avoidance scheme,' adopting new initiative after new initiative in the hope that boredom can be outrun altogether, or second, they compel students to accept boring situations as an inevitable part of life. Both strategies avoid serious reflection on this universal and troubling state of mind. In this book, Gary argues that schools should educate students on how to engage with boredom productively. Rather than being conditioned to avoid or blame boredom on something or someone else, students need to be given tools for dealing with their boredom. These tools provide them with internal resources that equip them to find worthwhile activities and practices to transform boredom into a more productive state of mind. This book addresses the ways students might gain these skills.
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