Peformative mentoring 2.1-MPER-DFM

Scope of topics:
1. The idea of a performance and a performative event
2. Performative role change and community
3. Physical contact and liveness in performance
4. The emergence of the meaning of the performative event
5. Meeting as a performance and as an event
6. Re-"enchanting the world" in the performance
7. The birth of a tragedy from the spirit of music (Nietzsche)
8. The birth of philosophy from the spirit of the word (Colli)
9. The birth of performance from the spirit of movement (Fischer-Lichte)
10. The rebirth of mentoring from the spirit of performance

Field of study

Philosophical consulting with mentoring

Supplementary literature

Nietzsche F., Narodziny tragedii, przeł. B. Baran, Wydawnictwo Baran i Suszczyński, Kraków 2001 (fragments). Colli G., Narodziny filozofii, przeł. przeł. S. Kasprzysiak, Oficyna Literacka, Kraków 1997 (fragments). Fischer-Lichte E., Estetyka performatywności, przeł. M. Borowski i M. Sugiera, Księgarnia Akademicka, Kraków 2008 (fragments). Arystoteles, Poetyka, przeł. S. Siedlecki, wolnelektury.pl (fragments).

Student workload

A. Contact hours: 25h (1 ECTS) Participation in classes: 20h Participation in consultations: 5h B. Student's own work: 25h (1 ECTS) Preparation for classes: 15h Preparation for passing: 10h

Study level

second degree

Education profile

practical

Type of course

elective courses

The semester in which the subject is carried out

winter

Mode

(in Polish) Realizowany w sali

Requirements

Active participation in classes.

Prerequisites

The use of performance in philosophical counseling with mentoring.

Course coordinators

Henryk Benisz

Learning outcomes

Knowledge: the student knows and understands
1. Understands the main assumptions of the performance and its impact on culture (K_W01).
2. Knows how performative actions shape human life K_W02).
3. Is aware of the legal and ethical aspects of using performance in philosophical counseling with mentoring (K_W09).
Skills: the student is able
1. Can see the dependencies between the shaping of performance varieties and the processes taking place in society and culture (K_U03).
2. Can creatively develop performative methods, relating them to specific situations (K_U10).
3. Can express his / her own views, using the resources of concepts used in the theory of performance (K_U11).
Social Competence: the student is ready to
1. Defines the way of using the performance depending on the intended counseling activity (K_K01).
2. Formulates ethical problems that arise in connection with the use of performance in philosophical counseling with mentoring (K_K03).
3. Consistently and persistently learns performance techniques, relating them to individual and group activities (K_K06).

Assessment criteria

A. Forms of credit (verification of learning outcomes)
Grade 1 for preparing a performance on a given topic.
Grade 2 for substantive support and comments on performances prepared by other participants of the classes.
B. Basic evaluation criteria
Establish a final grade based on grade 1 (80%) and grade 2 (20%).

Bibliography

Carlson M., Performans, przeł. E. Kubikowska, PWN, Warszawa 2007 (fragments).

Additional information

Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system:

Description of 2.1-MPER-DFM in USOSweb