This paper describes the moment when a new body technique is acquired, using a case study in which three puppeteers manipulate a single puppet together. Although phenomenology assumes that the world is always “already there” before reflection begins, we can still ask how a sequence of movements is acquired. Struggling to learn puppet choreography in a training session, the learner’s body encounters difficulties because it cannot easily imitate the proper movements. At the same time, the puppet master cannot easily explain those movements because he or she is so familiar with them. The communication between instructor and learner requires a kind of reflection that helps the learner transform and attain competency; this reflection is different from a dualistic disembodied form of thinking thatuses abstract representation. The focus is on the precise coordination of gestures and onomatopoeic utterances that emerge through improvisation in the learner’s trial movements. It is not just “a process of thinking,” but an experience that evokes “a synchronizing change of my own existence, a transformation of my being” (Merleau-Ponty, 1962, p. 213), through which the puppeteer facilitates his or her own body’s comprehension of new movements. Using puppetry as an example not only illuminates the phenomenon of learning a bodily skill, but also reveals the dynamics of our bodies, which can enliven our conversation, engender our transformation, and realize our being-in-the-world.

中文翻译：

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转变身体，新兴的话语：在木偶剧院获得技术

本文以一个案例研究为例，该案例介绍了一种新的人体技巧，其中三个木偶戏一起操纵一个木偶。尽管现象学假设世界在反射开始之前总是“已经在那里”，但我们仍然可以问如何获得一系列运动。在训练中努力学习木偶编舞的过程中，学习者的身体遇到困难，因为它无法轻易模仿适当的动作。同时，由于木偶大师非常了解这些动作，因此他/她无法轻松地解释这些动作。指导者与学习者之间的交流需要一种反思，以帮助学习者转变并获得能力。这种思考不同于使用抽象表示的二元无形的思维形式。重点是通过即席学习者的尝试运动而出现的手势和拟声话语的精确协调。这不仅是“思考的过程”，而且是一种唤起“我自身生存的同步变化，我的存在的转变”的经历（Merleau-Ponty，1962年，第213页），操纵up的人通过这种方式促进他或他的生活。她自己的身体对新动作的理解。以木偶为例，不仅说明了学习身体技能的现象，而且还揭示了我们身体的动态，这可以使我们的对话更加活跃，实现我们的变革并实现我们的世界。”，但这种经历唤起了“我自己的存在的同步变化，我的存在的转变”（Merleau-Ponty，1962年，第213页），操纵er的人使他或她自己的身体理解新的运动。以木偶为例，不仅说明了学习身体技能的现象，而且还揭示了我们身体的动态，这可以使我们的对话更加活跃，实现我们的变革并实现我们的世界。”，但这种经历唤起了“我自己的存在的同步变化，我的存在的转变”（Merleau-Ponty，1962年，第213页），操纵er的人使他或她自己的身体理解新的运动。以木偶为例不仅说明了学习身体技能的现象，而且还揭示了我们身体的动态，这可以使我们的对话更加活跃，促使我们进行变革，并实现我们的世界。