{"title":"Phenomenological Research is Existential","authors":"Tone Saevi","doi":"10.29173/pandpr29431","DOIUrl":"https://doi.org/10.29173/pandpr29431","url":null,"abstract":"Editorial","PeriodicalId":43858,"journal":{"name":"Phenomenology & Practice","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45935631","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}
An extended illustration from Merleau-Ponty’s Phenomenology of Perception describes the interplay of habit, sedimentation, and intersubjectivity in the practice and performance of a skilled organist. This paper takes up Merleau-Ponty’s example in order to describe some of the phenomenological characteristics of embodied musical performance. These characteristics point toward an intersubjective event of “consecration,” as Merleau-Ponty describes it, in which the musician adopts the role of rhetor, inviting the audience into a shared dwelling place.
{"title":"The Phenomenology of the Pipe Organ","authors":"M. R. Kearney","doi":"10.29173/pandpr29432","DOIUrl":"https://doi.org/10.29173/pandpr29432","url":null,"abstract":"\u0000An extended illustration from Merleau-Ponty’s Phenomenology of Perception describes the interplay of habit, sedimentation, and intersubjectivity in the practice and performance of a skilled organist. This paper takes up Merleau-Ponty’s example in order to describe some of the phenomenological characteristics of embodied musical performance. These characteristics point toward an intersubjective event of “consecration,” as Merleau-Ponty describes it, in which the musician adopts the role of rhetor, inviting the audience into a shared dwelling place. \u0000","PeriodicalId":43858,"journal":{"name":"Phenomenology & Practice","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49486790","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}
Using Maya Angelou’s I Know Why the Caged Bird Sings as an example, this paper introduces Wilhlem Dilthey’s (1833–1911) hermeneutics and pedagogical theory. Dilthey saw biographies (and autobiographies like Angelou’s) as nothing less than “the highest and most instructive form of the understanding of life.” This, then, serves as the starting point for his hermeneutics or theory of understanding, which distinguishes humanistic understanding from scientific explanation, and sees any one moment or word as having meaning only in relation to a whole—the whole of a sentence or text, or the whole of one’s life. It is also the starting point of his pedagogy, whose ultimate “duty” is “to develop the child as a person who carries their own purpose within themselves.” In introducing Dilthey’s hermeneutic pedagogy, this paper draws principally from his The Formation of the Historical World in the Human Sciences (1927/2002), a text that has been long neglected in hermeneutic and phenomenological studies of education.
{"title":"Dilthey and Human Science: Autobiography, Hermeneutics and Pedagogy","authors":"N. Friesen","doi":"10.29173/pandpr29443","DOIUrl":"https://doi.org/10.29173/pandpr29443","url":null,"abstract":"Using Maya Angelou’s I Know Why the Caged Bird Sings as an example, this paper introduces Wilhlem Dilthey’s (1833–1911) hermeneutics and pedagogical theory. Dilthey saw biographies (and autobiographies like Angelou’s) as nothing less than “the highest and most instructive form of the understanding of life.” This, then, serves as the starting point for his hermeneutics or theory of understanding, which distinguishes humanistic understanding from scientific explanation, and sees any one moment or word as having meaning only in relation to a whole—the whole of a sentence or text, or the whole of one’s life. It is also the starting point of his pedagogy, whose ultimate “duty” is “to develop the child as a person who carries their own purpose within themselves.” In introducing Dilthey’s hermeneutic pedagogy, this paper draws principally from his The Formation of the Historical World in the Human Sciences (1927/2002), a text that has been long neglected in hermeneutic and phenomenological studies of education.","PeriodicalId":43858,"journal":{"name":"Phenomenology & Practice","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41828362","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}
In his highly insightful and wide-ranging rebuttal article “Doing Phenomenology on the Things,” van Manen makes the important claim that “the mission of modern phenomenology transcends foundational and exegetical philosophical theorizing” (2019, p. 3). I take this claim seriously and put forward this article as an exercise in practical lifeworld phenomenological reflection. By lifeworld I refer to the environing world in which we are enmeshed and in which we live and breathe and have our being; it penetrates our awareness of things while at the same time offering the possibility of reprieve from complete enmeshment (submergence) in the form of existential reflection on the things, events, doings, goings-on, etc., that collectively constitute the phenomenological concept of world. By phenomenological reflection I refer to written analyses (texts) that approach mundane lifeworld phenomena in a manner or style that seeks to show or reveal aspects of the lifeworld that in the ordinary course of everyday life remain hidden from view…aspects of the lifeworld that while they may be glimpsed fleetingly from time to time, remain largely hidden, i.e. in a state of unrealized concealment. The article thus takes seriously the Husserlian call for a return “to the things themselves.” And while the ostensible topic is an old (or older) used car, the defacto topic is “us,” or perhaps better stated, the actual topic arises at the meeting place where the “us” (as subject) and “an older car” (as object) arrive and conjoin. It is at the place of this meeting between self and world that the phenomenological analysis can begin. The article emphasizes the practical import of this meeting, this engagement—it is not regarded as a matter of purely abstract philosophical theorizing nor as a purely descriptive (empirical) matter, although it is also that in part too.
{"title":"Owning an Older, No-Longer-New, Used Car","authors":"R. Evans","doi":"10.29173/pandpr29434","DOIUrl":"https://doi.org/10.29173/pandpr29434","url":null,"abstract":"In his highly insightful and wide-ranging rebuttal article “Doing Phenomenology on the Things,” van Manen makes the important claim that “the mission of modern phenomenology transcends foundational and exegetical philosophical theorizing” (2019, p. 3). I take this claim seriously and put forward this article as an exercise in practical lifeworld phenomenological reflection. By lifeworld I refer to the environing world in which we are enmeshed and in which we live and breathe and have our being; it penetrates our awareness of things while at the same time offering the possibility of reprieve from complete enmeshment (submergence) in the form of existential reflection on the things, events, doings, goings-on, etc., that collectively constitute the phenomenological concept of world. By phenomenological reflection I refer to written analyses (texts) that approach mundane lifeworld phenomena in a manner or style that seeks to show or reveal aspects of the lifeworld that in the ordinary course of everyday life remain hidden from view…aspects of the lifeworld that while they may be glimpsed fleetingly from time to time, remain largely hidden, i.e. in a state of unrealized concealment. The article thus takes seriously the Husserlian call for a return “to the things themselves.” And while the ostensible topic is an old (or older) used car, the defacto topic is “us,” or perhaps better stated, the actual topic arises at the meeting place where the “us” (as subject) and “an older car” (as object) arrive and conjoin. It is at the place of this meeting between self and world that the phenomenological analysis can begin. The article emphasizes the practical import of this meeting, this engagement—it is not regarded as a matter of purely abstract philosophical theorizing nor as a purely descriptive (empirical) matter, although it is also that in part too.","PeriodicalId":43858,"journal":{"name":"Phenomenology & Practice","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45586214","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}
Prior research on student question-asking has primarily been conducted from a cognitive, epistemological standpoint. In contrast, we present a hermeneutic-phenomenological investigation that emphasizes the moral-practical context in which question-asking functions as a situated way of being in the midst of practice. More particularly, we present a hermeneutic study of student question-asking in a graduate seminar on design theory (i.e., a seminar focused on theory and philosophy of design, emphasizing the work of design scholars such as Simon, Cross, Krippendorff, and Lawson). The study offers a unique moral-practical perspective on this commonly studied phenomenon. Our analysis yielded four themes regarding the moral-practical intricacies of question-asking in this setting, with a particular focus on time-related constraints on participation, various types of background understanding, and value-laden expectations that participants encountered in this complex ecology of practice.
{"title":"Moral Complexities of Student Question-Asking in Classroom Practice","authors":"S. Yanchar, S. Gong","doi":"10.29173/pandpr29442","DOIUrl":"https://doi.org/10.29173/pandpr29442","url":null,"abstract":"Prior research on student question-asking has primarily been conducted from a cognitive, epistemological standpoint. In contrast, we present a hermeneutic-phenomenological investigation that emphasizes the moral-practical context in which question-asking functions as a situated way of being in the midst of practice. More particularly, we present a hermeneutic study of student question-asking in a graduate seminar on design theory (i.e., a seminar focused on theory and philosophy of design, emphasizing the work of design scholars such as Simon, Cross, Krippendorff, and Lawson). The study offers a unique moral-practical perspective on this commonly studied phenomenon. Our analysis yielded four themes regarding the moral-practical intricacies of question-asking in this setting, with a particular focus on time-related constraints on participation, various types of background understanding, and value-laden expectations that participants encountered in this complex ecology of practice.","PeriodicalId":43858,"journal":{"name":"Phenomenology & Practice","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41326290","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}
{"title":"Pedagogy and Neoliberalism","authors":"Trond Sandvik","doi":"10.29173/pandpr29402","DOIUrl":"https://doi.org/10.29173/pandpr29402","url":null,"abstract":"Reflections on an Interview with Jan Masschelein","PeriodicalId":43858,"journal":{"name":"Phenomenology & Practice","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2020-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.29173/pandpr29402","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44252872","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}
The increased influence of neoliberalism in education has allowed the trend of evidence-based teaching to dominate professional development in many Western countries. Despite increased and persistent neoliberal measures in education, education critics argue that neoliberal reforms have a naive view of teaching. This narrowed neoliberal view both ignores the complexities involved in the everyday interaction between teacher and student and constrains the teacher’s judgement thereby limiting their contribution in the educational process. Many educators will note the significance of reflection in learning as essential and often emotional. However, the emotional experiences embedded in teacher reflections are often ignored, even discounted, in the discussion of teachers’ professional development. Investigating this phenomenon of emotions in teacher reflections, analysed by drawing on lifeworld theory, revealed how emotional experiences can be a resource in teachers’ professional development. To acknowledge teachers’ emotional experiences means recognizing that the teacher’s subjective and lived body is involved in the reflective and learning process of becoming professional.
{"title":"Developing Sensitive Sense and Sensible Sensibility in Pedagogical Work: Professional development through reflection on emotional experiences","authors":"Anna-Carin Bredmar","doi":"10.29173/pandpr29398","DOIUrl":"https://doi.org/10.29173/pandpr29398","url":null,"abstract":"The increased influence of neoliberalism in education has allowed the trend of evidence-based teaching to dominate professional development in many Western countries. Despite increased and persistent neoliberal measures in education, education critics argue that neoliberal reforms have a naive view of teaching. This narrowed neoliberal view both ignores the complexities involved in the everyday interaction between teacher and student and constrains the teacher’s judgement thereby limiting their contribution in the educational process. Many educators will note the significance of reflection in learning as essential and often emotional. However, the emotional experiences embedded in teacher reflections are often ignored, even discounted, in the discussion of teachers’ professional development. Investigating this phenomenon of emotions in teacher reflections, analysed by drawing on lifeworld theory, revealed how emotional experiences can be a resource in teachers’ professional development. To acknowledge teachers’ emotional experiences means recognizing that the teacher’s subjective and lived body is involved in the reflective and learning process of becoming professional. ","PeriodicalId":43858,"journal":{"name":"Phenomenology & Practice","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2020-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.29173/pandpr29398","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45445176","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}
Andrew Foran, D. Robinson, Margareth Eilifsen, E. Munro, T. Thurber
Neoliberal assaults upon public education have been grounded upon the supposition that schools are failing to prepare students to respond to local and global economic needs and realities. The result has left the relational between pupils and teachers as a taken-for-granted practice. Lived experiences often can show and capture the unexpressed in taken for granted moments. This discussion presents teaching as relational moments, shared between beginning teachers and pupils. We employ a phenomenological sensitivity as we unravel the anecdotal evidence to bring into language a “lived through” dimension of human relations. As teacher educators, we ask: what is experienced when relationality is the focus for beginning teachers? The importance of this question is due to the prevalence of neoliberal forces that now guide, and to large extent, control what it means to teach in schools across Canada. In an effort to understand this emerging view of teaching, we explore what four preservice teachers from Nova Scotia experienced in becoming teachers, as they completed their final Field Experience in Bergen, Norway. We share these anecdotal representations to help teachers see how the relational informs identity in becoming a teacher and allows teacher educators to deconstruct the “taken-for-granted-ness” of teaching stuck in the rational-technical model.
{"title":"Pedagogy: A Teacher’s Practice","authors":"Andrew Foran, D. Robinson, Margareth Eilifsen, E. Munro, T. Thurber","doi":"10.29173/pandpr29397","DOIUrl":"https://doi.org/10.29173/pandpr29397","url":null,"abstract":"Neoliberal assaults upon public education have been grounded upon the supposition that schools are failing to prepare students to respond to local and global economic needs and realities. The result has left the relational between pupils and teachers as a taken-for-granted practice. Lived experiences often can show and capture the unexpressed in taken for granted moments. This discussion presents teaching as relational moments, shared between beginning teachers and pupils. We employ a phenomenological sensitivity as we unravel the anecdotal evidence to bring into language a “lived through” dimension of human relations. As teacher educators, we ask: what is experienced when relationality is the focus for beginning teachers? The importance of this question is due to the prevalence of neoliberal forces that now guide, and to large extent, control what it means to teach in schools across Canada. In an effort to understand this emerging view of teaching, we explore what four preservice teachers from Nova Scotia experienced in becoming teachers, as they completed their final Field Experience in Bergen, Norway. We share these anecdotal representations to help teachers see how the relational informs identity in becoming a teacher and allows teacher educators to deconstruct the “taken-for-granted-ness” of teaching stuck in the rational-technical model.","PeriodicalId":43858,"journal":{"name":"Phenomenology & Practice","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2020-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.29173/pandpr29397","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49202682","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}
In Sweden, and most Western countries, pervasive neoliberal policies have dramatically transformed the entire education sector in a matter of decades. As teacher educators, we have experienced how neoliberal currents have pushed Swedish teacher education towards a teacher training paradigm which may risk undermining the foundations for professional judgement. Moreover, the Bologna Process and the introduction of New Public Management have had significant consequences for what it means to be a teacher educator. In this study, we present our everyday experiences of being teacher educators, immersed in a teacher education culture in Sweden which has evolved under the pressures of neoliberalism. To address these complex lived experiences we engaged in a phenomenological first-person account. Three main themes emerged from an analysis of lived experience descriptions: (a) Alignment Slaves; (b) Audit Puppets; (c) Techno Phobes. These themes reflect different lived dimensions of being teacher educators confronted with neoliberal agendas. The paper concludes with a call for resistance to bring about change within teacher education.
{"title":"Teacher Educators in Neoliberal Times: A Phenomenological Self-Study","authors":"Magnus Levinsson, Anita Norlund, D. Beach","doi":"10.29173/pandpr29395","DOIUrl":"https://doi.org/10.29173/pandpr29395","url":null,"abstract":"In Sweden, and most Western countries, pervasive neoliberal policies have dramatically transformed the entire education sector in a matter of decades. As teacher educators, we have experienced how neoliberal currents have pushed Swedish teacher education towards a teacher training paradigm which may risk undermining the foundations for professional judgement. Moreover, the Bologna Process and the introduction of New Public Management have had significant consequences for what it means to be a teacher educator. In this study, we present our everyday experiences of being teacher educators, immersed in a teacher education culture in Sweden which has evolved under the pressures of neoliberalism. To address these complex lived experiences we engaged in a phenomenological first-person account. Three main themes emerged from an analysis of lived experience descriptions: (a) Alignment Slaves; (b) Audit Puppets; (c) Techno Phobes. These themes reflect different lived dimensions of being teacher educators confronted with neoliberal agendas. The paper concludes with a call for resistance to bring about change within teacher education.","PeriodicalId":43858,"journal":{"name":"Phenomenology & Practice","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2020-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.29173/pandpr29395","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47175766","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：