Pub Date : 2020-05-22DOI: 10.6092/ISSN.1825-8670/10614
R. Monticelli
Three claims are discussed in this paper, concerning Education, Politics, and Phenomenology. The very foundations of a humanistic education are to be found in a radical reform of the theory of reason, which should involve emotional sensitivity along with critical thought and the passion for truth. Only educated citizens can counteract the fragility of contemporary democracy, due to its allegedly essential link to value relativism. Phenomenology, a method for philosophical research born as a response to the shipwreck of reason in the first half of last century, can develop axiology and the theory of value experience into a renewed theory of practical reason, becoming a key against moral, civic and political skepticism that hampers a necessary reawakening of citizenry to the arduous task of creating a veritable supranational democracy.
{"title":"The Knowledge of Values and the Fragility of Democracy","authors":"R. Monticelli","doi":"10.6092/ISSN.1825-8670/10614","DOIUrl":"https://doi.org/10.6092/ISSN.1825-8670/10614","url":null,"abstract":"Three claims are discussed in this paper, concerning Education, Politics, and Phenomenology. The very foundations of a humanistic education are to be found in a radical reform of the theory of reason, which should involve emotional sensitivity along with critical thought and the passion for truth. Only educated citizens can counteract the fragility of contemporary democracy, due to its allegedly essential link to value relativism. Phenomenology, a method for philosophical research born as a response to the shipwreck of reason in the first half of last century, can develop axiology and the theory of value experience into a renewed theory of practical reason, becoming a key against moral, civic and political skepticism that hampers a necessary reawakening of citizenry to the arduous task of creating a veritable supranational democracy.","PeriodicalId":38147,"journal":{"name":"Encyclopaideia","volume":"24 1","pages":"7-16"},"PeriodicalIF":0.0,"publicationDate":"2020-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49181641","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-22DOI: 10.6092/ISSN.1825-8670/10750
G. Boselli
Despite the increasing number of researchers, the big amount of fundings and the power of A.I. data processing in every field of knowledge, it’s about one century that really crucial evolutions don’t occur, neither in natural nor in spiritual sciences, somehow comparable to other historical periods, as for example the first thirty years of the last century. The basic sciences, preserved within prestigious disciplinary fences, restricted in their field and stiffened in their form, ignoring the reality as a whole, are inhibited in their most transformative advances. Some of the possible political, economical, linguistic, academic and institutional reasons of this inhibition of the novum are discussed below, hoping to see soon the onset of a truly new paradigm of knowledge.
{"title":"Inhibitions of the Novum","authors":"G. Boselli","doi":"10.6092/ISSN.1825-8670/10750","DOIUrl":"https://doi.org/10.6092/ISSN.1825-8670/10750","url":null,"abstract":"Despite the increasing number of researchers, the big amount of fundings and the power of A.I. data processing in every field of knowledge, it’s about one century that really crucial evolutions don’t occur, neither in natural nor in spiritual sciences, somehow comparable to other historical periods, as for example the first thirty years of the last century. The basic sciences, preserved within prestigious disciplinary fences, restricted in their field and stiffened in their form, ignoring the reality as a whole, are inhibited in their most transformative advances. Some of the possible political, economical, linguistic, academic and institutional reasons of this inhibition of the novum are discussed below, hoping to see soon the onset of a truly new paradigm of knowledge.","PeriodicalId":38147,"journal":{"name":"Encyclopaideia","volume":"24 1","pages":"133-141"},"PeriodicalIF":0.0,"publicationDate":"2020-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49196236","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-22DOI: 10.6092/ISSN.1825-8670/10624
P. Triani
The connection between school and politics can be studied from pedagogy by examining at least three fields of study, described in this paper. In the first field, pedagogy focuses on school as an object of national and international policies; in the second, it studies the political training carried out by the school through the education of civic and democratic conscience; in the third, it takes into consideration the school as the responsible for its own policy, studying its decision-making processes and its spaces of autonomy. For each of these fields, pedagogy can play a critical and prospective role, first of all proposing its own vision of school. In brief, the paper proposes the principle of school as a common good.
{"title":"Il rapporto tra scuola e politica. Tre campi di studio per la pedagogia","authors":"P. Triani","doi":"10.6092/ISSN.1825-8670/10624","DOIUrl":"https://doi.org/10.6092/ISSN.1825-8670/10624","url":null,"abstract":"The connection between school and politics can be studied from pedagogy by examining at least three fields of study, described in this paper. In the first field, pedagogy focuses on school as an object of national and international policies; in the second, it studies the political training carried out by the school through the education of civic and democratic conscience; in the third, it takes into consideration the school as the responsible for its own policy, studying its decision-making processes and its spaces of autonomy. For each of these fields, pedagogy can play a critical and prospective role, first of all proposing its own vision of school. In brief, the paper proposes the principle of school as a common good.","PeriodicalId":38147,"journal":{"name":"Encyclopaideia","volume":"24 1","pages":"43-49"},"PeriodicalIF":0.0,"publicationDate":"2020-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43369576","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-22DOI: 10.6092/ISSN.1825-8670/10741
Giovanna Malusà
In an atmosphere of growing racism, xenophobia, intolerance and fear of diversity, schools, too, are faced with serious challenges. Taking—from a non-neutral perspective—the educational achievement of students of migrant origin as a parameter by which to evaluate the effectiveness of learning paths, we find that huge problems remain in our school system, which require the education system to be given the explicit function of a social equalizer. Through a Grounded Theory critique—part of a complex mixed-method study—the processes of (non-)success of students from migrant backgrounds are analysed, with the aim of developing a theoretical model for planning learning paths that work for all students. The research involved—through ethnographic observation, interviews and questionnaires—principals, teachers and students from five middle schools in the provinces of Trento and Turin. The multidimensional model which emerges demonstrates the importance of collective action which involves multiple links between schools, the political arena and the territory, following in the footsteps of both Lorenzo Milani and Paulo Freire.
{"title":"Inclusion as Social Justice. A research project in Italian middle schools","authors":"Giovanna Malusà","doi":"10.6092/ISSN.1825-8670/10741","DOIUrl":"https://doi.org/10.6092/ISSN.1825-8670/10741","url":null,"abstract":"In an atmosphere of growing racism, xenophobia, intolerance and fear of diversity, schools, too, are faced with serious challenges. Taking—from a non-neutral perspective—the educational achievement of students of migrant origin as a parameter by which to evaluate the effectiveness of learning paths, we find that huge problems remain in our school system, which require the education system to be given the explicit function of a social equalizer. Through a Grounded Theory critique—part of a complex mixed-method study—the processes of (non-)success of students from migrant backgrounds are analysed, with the aim of developing a theoretical model for planning learning paths that work for all students. The research involved—through ethnographic observation, interviews and questionnaires—principals, teachers and students from five middle schools in the provinces of Trento and Turin. The multidimensional model which emerges demonstrates the importance of collective action which involves multiple links between schools, the political arena and the territory, following in the footsteps of both Lorenzo Milani and Paulo Freire.","PeriodicalId":38147,"journal":{"name":"Encyclopaideia","volume":"24 1","pages":"91-105"},"PeriodicalIF":0.0,"publicationDate":"2020-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45510570","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-22DOI: 10.6092/ISSN.1825-8670/10620
Luca Ghirotto
Gaining disability among the areas of phenomenological reflection is urgent political action. The aim of this article is twofold: contributing to the debate about physical disability, from a particular starting point (i.e. the meanings of the real experience) and revealing the structures that socially inform the bodies in their relationships with others. Experiencing physical disability means living a compromised body. The compromised lived-body reorganizes, in fact, the experience of space, time, relationship with the self and with the others, the knowledge of the world and endures an inequitable and ableistic socio-cultural organization. In this context, the concept of disappearance is discussed. The compromised body disappears before a norm produced by the able bodies and is excluded from the shared project of a world-together-with-others. In this sense, the phenomenological reflection could rethink and support the social participation of people with a physical disability.
{"title":"Fenomenologia e disabilità fisica: per una politica del corpo non-normato","authors":"Luca Ghirotto","doi":"10.6092/ISSN.1825-8670/10620","DOIUrl":"https://doi.org/10.6092/ISSN.1825-8670/10620","url":null,"abstract":"Gaining disability among the areas of phenomenological reflection is urgent political action. The aim of this article is twofold: contributing to the debate about physical disability, from a particular starting point (i.e. the meanings of the real experience) and revealing the structures that socially inform the bodies in their relationships with others. Experiencing physical disability means living a compromised body. The compromised lived-body reorganizes, in fact, the experience of space, time, relationship with the self and with the others, the knowledge of the world and endures an inequitable and ableistic socio-cultural organization. In this context, the concept of disappearance is discussed. The compromised body disappears before a norm produced by the able bodies and is excluded from the shared project of a world-together-with-others. In this sense, the phenomenological reflection could rethink and support the social participation of people with a physical disability.","PeriodicalId":38147,"journal":{"name":"Encyclopaideia","volume":"24 1","pages":"59-77"},"PeriodicalIF":0.0,"publicationDate":"2020-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48203413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-22DOI: 10.6092/ISSN.1825-8670/10742
Carlos Alberto Torres, Emiliano Bosio
The promotion of global citizenship has become one of the objectives of education systems in various parts of the world. This highlighted the widening of the idea of citizenship from the national to the global sphere, due to the effects produced by globalization. If the emergence of global elements within the traditional concept of education seems to be a widely acquired fact, the conceptualization of the term «global citizenship education» remains more problematic. Therefore, it is necessary to reflect and dialogue in order to limit from the pedagogical point of view those elements of educational experience that can be understood within education for global citizenship in the educational context. This paper introduces a conversation with Carlos Alberto Torres on the subject of educating for global citizenship, in relation to the situation of university research, teaching and learning in the United States. Torres chairs the UNESCO chair for global citizenship education at the University of California, Los Angeles (UCLA), and is the founder and director of the Paulo Freire Institute of Sao Paulo, Buenos Aires and UCLA. The dialogue addresses the theoretical and practical perspectives related to global citizenship, with an analysis aimed in particular at focusing on the connection between culture and power, as well as the interrelations between the economic, political and cultural spheres in the modern university. The aim is to offer a portrait - as detailed and updated as possible - of education for global citizenship seen as a means of achieving social justice.
{"title":"Riflessioni critiche sul concetto di educazione alla cittadinanza globale. Dialogo con Carlos Alberto Torres sulla formazione universitaria negli Stati Uniti","authors":"Carlos Alberto Torres, Emiliano Bosio","doi":"10.6092/ISSN.1825-8670/10742","DOIUrl":"https://doi.org/10.6092/ISSN.1825-8670/10742","url":null,"abstract":"The promotion of global citizenship has become one of the objectives of education systems in various parts of the world. This highlighted the widening of the idea of citizenship from the national to the global sphere, due to the effects produced by globalization. If the emergence of global elements within the traditional concept of education seems to be a widely acquired fact, the conceptualization of the term «global citizenship education» remains more problematic. Therefore, it is necessary to reflect and dialogue in order to limit from the pedagogical point of view those elements of educational experience that can be understood within education for global citizenship in the educational context. This paper introduces a conversation with Carlos Alberto Torres on the subject of educating for global citizenship, in relation to the situation of university research, teaching and learning in the United States. Torres chairs the UNESCO chair for global citizenship education at the University of California, Los Angeles (UCLA), and is the founder and director of the Paulo Freire Institute of Sao Paulo, Buenos Aires and UCLA. The dialogue addresses the theoretical and practical perspectives related to global citizenship, with an analysis aimed in particular at focusing on the connection between culture and power, as well as the interrelations between the economic, political and cultural spheres in the modern university. The aim is to offer a portrait - as detailed and updated as possible - of education for global citizenship seen as a means of achieving social justice.","PeriodicalId":38147,"journal":{"name":"Encyclopaideia","volume":"24 1","pages":"107-117"},"PeriodicalIF":0.0,"publicationDate":"2020-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47277459","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-22DOI: 10.6092/ISSN.1825-8670/10615
Vanna Iori
The phenomenological glance combines the capacity to «see» with the responsibility to act accordingly. From this encounter between theoretical and ethical rigour derives the political commitment. In this article the phenomenological foundations of political acting are outlined and the most urgent educational problems of our society are discussed. The renewal of the educational system in relation to the new knowledge, the investment on human rights and cultural opportunities in the face of an increasing educational poverty, the regulation of the web and its defence against its own degenerations, are as many pedagogical and political challenges, that we must address, if we don't want democracy to surrender to disorder and violence.
{"title":"Education and Politics in the Age of Uncertainty: A Phenomenological Glance","authors":"Vanna Iori","doi":"10.6092/ISSN.1825-8670/10615","DOIUrl":"https://doi.org/10.6092/ISSN.1825-8670/10615","url":null,"abstract":"The phenomenological glance combines the capacity to «see» with the responsibility to act accordingly. From this encounter between theoretical and ethical rigour derives the political commitment. In this article the phenomenological foundations of political acting are outlined and the most urgent educational problems of our society are discussed. The renewal of the educational system in relation to the new knowledge, the investment on human rights and cultural opportunities in the face of an increasing educational poverty, the regulation of the web and its defence against its own degenerations, are as many pedagogical and political challenges, that we must address, if we don't want democracy to surrender to disorder and violence.","PeriodicalId":38147,"journal":{"name":"Encyclopaideia","volume":"24 1","pages":"17-26"},"PeriodicalIF":0.0,"publicationDate":"2020-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44023968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-22DOI: 10.6092/ISSN.1825-8670/10619
A. Augelli
La nascita e lo sviluppo dei social network e dei media ha portato notevoli cambiamenti nella comunicazione, non solo a livello di relazioni private e intime, ma anche nelle relazioni comunitarie. Il dibattito politico attuale risente notevolmente di tali trasformazioni ed, al contempo, intrecciando la diffusione del populismo, rischia di manipolare costantemente la realta e di curvarla a interessi personali e partitici, dietro un apparente processo di espressione democratica. L’articolo intende sviluppare una riflessione pedagogica sul tema della comunicazione politica, evidenziando gli intrecci tra l’uso della parola e la formazione della coscienza civica, attraversando i temi legati alla distorsione del linguaggio, all’incremento delle parole d’odio, alla falsa informazione. Si tenta, inoltre, di tracciare alcune prospettive educative per migliorare lo stile comunicativo in politica, esemplificando alcune direzioni di senso.
{"title":"Le parole e la politica: intrecci, discrasie, prospettive","authors":"A. Augelli","doi":"10.6092/ISSN.1825-8670/10619","DOIUrl":"https://doi.org/10.6092/ISSN.1825-8670/10619","url":null,"abstract":"La nascita e lo sviluppo dei social network e dei media ha portato notevoli cambiamenti nella comunicazione, non solo a livello di relazioni private e intime, ma anche nelle relazioni comunitarie. Il dibattito politico attuale risente notevolmente di tali trasformazioni ed, al contempo, intrecciando la diffusione del populismo, rischia di manipolare costantemente la realta e di curvarla a interessi personali e partitici, dietro un apparente processo di espressione democratica. L’articolo intende sviluppare una riflessione pedagogica sul tema della comunicazione politica, evidenziando gli intrecci tra l’uso della parola e la formazione della coscienza civica, attraversando i temi legati alla distorsione del linguaggio, all’incremento delle parole d’odio, alla falsa informazione. Si tenta, inoltre, di tracciare alcune prospettive educative per migliorare lo stile comunicativo in politica, esemplificando alcune direzioni di senso.","PeriodicalId":38147,"journal":{"name":"Encyclopaideia","volume":"24 1","pages":"51-58"},"PeriodicalIF":0.0,"publicationDate":"2020-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47143288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-30DOI: 10.6092/ISSN.1825-8670/10080
Leonor Ruiz-Guerrero
L’era postindustriale ha portato con se nuovi spazi, presto chiamati “non luoghi” per la loro inabitabilita. Si tratta di zone di transito non a misura d’uomo, spazi architettonici spesso ostili al corpo. I non luoghi presto compaiono in letteratura, anche quella per l’infanzia: aeroporti, stazioni ferroviarie, metropolitana cominciano ad apparire nelle pagine dei libri per bambini. The Sound of Colors di Jimmy Liao e un esempio di questo fenomeno. Nel presente lavoro, si analizza l’opera di Liao nel tentativo di mostrare la complessita del trattamento dello spazio da parte dell’autore. In quest’albo illustrato, una ragazzina cieca affronta la vita di tutti i giorni nelle stazioni della metropolitana. La narrazione si svolge tra due mondi collegati: quello reale del non luogo, e quello poetico della ragazzina. Nello studio dell’opera abbiamo utilizzato una metodologia qualitativa. I risultati inducono a pensare che nella letteratura per bambini attuale gli spazi siano sempre piu multiformi.
{"title":"New Lived Spaces in the Post-industrial World: The Sound of Colors by Jimmy Liao","authors":"Leonor Ruiz-Guerrero","doi":"10.6092/ISSN.1825-8670/10080","DOIUrl":"https://doi.org/10.6092/ISSN.1825-8670/10080","url":null,"abstract":"L’era postindustriale ha portato con se nuovi spazi, presto chiamati “non luoghi” per la loro inabitabilita. Si tratta di zone di transito non a misura d’uomo, spazi architettonici spesso ostili al corpo. I non luoghi presto compaiono in letteratura, anche quella per l’infanzia: aeroporti, stazioni ferroviarie, metropolitana cominciano ad apparire nelle pagine dei libri per bambini. The Sound of Colors di Jimmy Liao e un esempio di questo fenomeno. Nel presente lavoro, si analizza l’opera di Liao nel tentativo di mostrare la complessita del trattamento dello spazio da parte dell’autore. In quest’albo illustrato, una ragazzina cieca affronta la vita di tutti i giorni nelle stazioni della metropolitana. La narrazione si svolge tra due mondi collegati: quello reale del non luogo, e quello poetico della ragazzina. Nello studio dell’opera abbiamo utilizzato una metodologia qualitativa. I risultati inducono a pensare che nella letteratura per bambini attuale gli spazi siano sempre piu multiformi.","PeriodicalId":38147,"journal":{"name":"Encyclopaideia","volume":"23 1","pages":"27-51"},"PeriodicalIF":0.0,"publicationDate":"2019-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45274690","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-30DOI: 10.6092/ISSN.1825-8670/10200
Scott D. Churchill
In order to fulfill our collective calling to understand and to heal human persons, psychologists need to be taught ways of listening, observing, and knowing others that respect and preserve the richness of human experience as it is lived. This article serves to introduce current and future researchers of the human condition to a perspective that values what is meaningful in human life. This paper is devoted to two goals: (a) to present pedagogical strategies for the teaching of phenomenological method to psychology students; and (b) to present an introduction to the methodology of phenomenological research. What are we actually doing when attempting to conduct this kind of «scientific» research? More importantly, how do we teach others to do what it has taken our whole career to learn? The history of the development of phenomenological method in psychology is traced from its roots at Duquesne in the early 1970s to its further implementation at the University of Dallas over the past 45 years. The «workshop» approach to teaching qualitative inquiry is explored, along with the phenomenological and hermeneutic principles underlying the analysis of verbal self-report data. Formulating a research question, distinguishing the research phenomenon from the situation interrogated, engaging in direct «intuitive contact» with the phenomenon, reflexivity with respect to one’s biases and presuppositions, the carrying-out of intentional analyses, and «deep listening» to the testimonies of others will be presented and illustrated with examples taken from research workshops over the past three decades.
{"title":"Explorations in Teaching the Phenomenological Method: Challenging Psychology Students to «Grasp at Meaning» in Human Science Research","authors":"Scott D. Churchill","doi":"10.6092/ISSN.1825-8670/10200","DOIUrl":"https://doi.org/10.6092/ISSN.1825-8670/10200","url":null,"abstract":"In order to fulfill our collective calling to understand and to heal human persons, psychologists need to be taught ways of listening, observing, and knowing others that respect and preserve the richness of human experience as it is lived. This article serves to introduce current and future researchers of the human condition to a perspective that values what is meaningful in human life. This paper is devoted to two goals: (a) to present pedagogical strategies for the teaching of phenomenological method to psychology students; and (b) to present an introduction to the methodology of phenomenological research. What are we actually doing when attempting to conduct this kind of «scientific» research? More importantly, how do we teach others to do what it has taken our whole career to learn? The history of the development of phenomenological method in psychology is traced from its roots at Duquesne in the early 1970s to its further implementation at the University of Dallas over the past 45 years. The «workshop» approach to teaching qualitative inquiry is explored, along with the phenomenological and hermeneutic principles underlying the analysis of verbal self-report data. Formulating a research question, distinguishing the research phenomenon from the situation interrogated, engaging in direct «intuitive contact» with the phenomenon, reflexivity with respect to one’s biases and presuppositions, the carrying-out of intentional analyses, and «deep listening» to the testimonies of others will be presented and illustrated with examples taken from research workshops over the past three decades.","PeriodicalId":38147,"journal":{"name":"Encyclopaideia","volume":"23 1","pages":"1-25"},"PeriodicalIF":0.0,"publicationDate":"2019-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47753097","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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