This chapter describes development of a literacy of lived experience, applying concepts of phenomenology, somatics, and the coordinated management of meaning (CMM) theory of social construction in communication. Structured writing exercises (protocols) are used to deeply examine poignant life experiences, which had a strong impact or raised important questions for individuals as well as at the collective level. This process can further expose the presence of “moral injuries” or difficult episodes of lived experience which challenge or disrupt core beliefs impacting the sense of identity and purpose. The tools and models presented here also offer some ways to exercise self-leadership through the acquired capacity for co-constructing more coherent social realities after this type of disruptive experience. The process is illustrated with the example of a military veteran who became “stuck” in life after leaving service, a problematic experience for many transitioning veterans that also has implications for other marginalized individuals.
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This chapter presents an approach to developing a literacy of lived experience as a way to better understand, and learn from, pivotal episodes in one’s life. This form of literacy is acquired through structured reflective writing, and sharing the resulting rich descriptions and stories in a group setting. The process is informed by interdisciplinary concepts of philosophy, communication, and embodiment, which work together to help participants develop a new and expanded literacy for understanding both the individual and social dimensions of lived experience.
Participants are guided through the writing of eight rich descriptions of a topic or experience (phenomenon) which they have experienced in a particularly meaningful way. Each assignment employs a specific process of writing, called a “protocol,” designed for getting to the underlying essence (the true nature or “whatness”) of the experience (Bentz & Rehorick, 2017). The written protocols are based on concepts drawn from phenomenology (Van Manen, 1990), somatics (Merleau-Ponty, 2003), and communication as social construction (Berger & Luckmann, 1966, Pearce & Cronen, 1980).
A primary objective of this process is to coach students in the enlargement of perspective of their own embodied lived experience within and across social contexts, and to help them imagine other possibilities. This ability is rooted in acquisition of a deeper understanding of consciousness and the true nature of things, beyond conventional or “taken-for-granted” meanings (Rehorick & Bentz, 2008). It also includes the mastery of practical communication skills, or “communication literacy” needed to effect a transformation of shared meaning with others (Pearce, 2009). In the literature review section of this chapter, we will review some of the key concepts from phenomenology, somatics, and communication that inform this process.
The case study in this chapter was prepared by one of the co-authors,who is a doctoral student in the Creative Leadership and Innovation for Change program at the University of the Virgin Islands. She grew up in St. John, United States Virgin Islands and joined the US Army later in life (at the age of 42) with the intention to make it a career. Unexpectedly, she was sidelined by a serious injury, resulting in her discharge from the service by a medical board in July of 2014. Faced with the reality of not being able to fulfill her goal of a long-term military career, she relocated to Tampa, Florida, where she experienced a difficult time reintegrating into society. Her transition extended beyond the expected period of readjustment with many setbacks. While transitioning, she realized that she had become “stuck.” She remained “stuck” for almost two years before pulling herself out of being “in the middle” of both worlds. She has since reinforced her abilities to live a meaningful life after the military, with the desire to advocate for other veterans in their transition challenges and have their voices heard.
“My greatest desire is to offer an alternative understanding of my lived experiences (phenomena) from within my lifeworld. The ability to convey to others will create beneficial social change. I can do so through communicative constructs with powerful and descriptive features of my lived experience.”
The case study to follow describes the way this co-author systematically developed a “literacy of lived experience” about being “stuck” and getting “unstuck” by writing protocols and sharing them with others. The outcome of the process was to empower the co-author through a transformative shift in awareness of the embodied nature of her direct experiences, and providing her with the ability to change problematic aspects of this episode of lived experience. The realizations from this process may also allow her to help others.