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Phenomenology and Education

Published on Jan 1, 2018
路 DOI :10.1007/978-3-319-72761-5_46
Malte Brinkmann4
Estimated H-index: 4
(Humboldt University of Berlin),
Norm Friesen17
Estimated H-index: 17
(BSU: Boise State University)
Abstract
This chapter provides a historical and thematic overview of the most important contributions to phenomenology in German- and English-language educational studies. In this context, phenomenology is important both as a theoretical tradition and a research method, in both cases directing attention to the experiential, relational, and intersubjective dimensions of pedagogy, teaching, and learning. In Germany, phenomenology as a method and as a philosophy has aimed at redefining traditional theories of education and Bildung (personal formation) in terms both empirical and theoretical. In the English-speaking world, phenomenology has been used primarily as a methodological approach to illuminate lived experience particularly in the caring professions including education; it has also occasionally provided possibilities for articulating theories of teaching and learning in close relation with concrete practice.
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  • Citations (1)
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References43
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#1Mark D. VagleH-Index: 10
Introduction Section 1: Exploring Philosophical Concepts and Notions in Phenomenology Chapter 1: What is a Phenomenon in Phenomenology? Chapter 2: What is Intentionality and Why is it Important? Chapter 3: The Importance of Prepositions Resource Dig: Phenomenological Philosophies Section 2: Phenomenological Research Approaches Chapter 4: Possible Methodological Approaches Chapter 5: Tools and Strategies for Crafting Phenomenological Research Chapter 6: Data Gathering and Analysis in Crafting Phe...
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#1Norm Friesen (BSU: Boise State University)H-Index: 17
AbstractThe pedagogical relation, the idea of a special relationship between teacher and child, has long been a central theme or 鈥榩roblem鈥 in interpretive studies of education, with the term having been established in English some 25聽years ago by Max van Manen. Speaking more broadly, themes of 鈥榮tudent-teacher relations鈥 and 鈥榩edagogies of relation鈥 are common in both empirical and theoretical literature. The German educationist Herman Nohl (1879鈥1960) was the first to give the phrase 鈥榩edagogic...
5 CitationsSource
The article provides a systematic overview of the most important approaches in German phenomenological pedagogy to the present: Fischer, Bollnow, Buck, Loch, Rombach, Fink, Schutz, Lippitz and Meyer-Drawe. Phenomenological pedagogy as both theory and empirical research aims at redefining traditional theories of Bildung, learning and education in empirical and systematic ways. They are seen as processes of experience, which take place in a horizon of phenomena of (inter-)generationality, embodime...
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#1Evi AgostiniH-Index: 1
3 CitationsSource
1. Introduction 2. Phenomenology and physical education 3. Phenomenology and practical knowledge 4. The knowledge objects embodied 5. Teaching embodied knowledge 6. Phenomenological pedagogy and embodied experiences 7. Experiencing the body as object 8. Inclusion and difference: A phenomenological perspective 9. Abilities and capabilities: normative questions 10. Concluding comments
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41 Citations
#1Malte BrinkmannH-Index: 4
Der Beitrag prasentiert einen systematischen und methodologischen Entwurf fur die qualitative Rekonstruktion padagogischer Erfahrung. Phanomenologie wird zunachst als eine Haltung und Praxis des Sich-Zeigen-Lassens bestimmt, ebenso wird die phanomenologische Methodologie der Deskription, Reduktion und Variation sowie die sich daraus ergebende Kritik an den hermeneutischen und rekonstruktiven Verfahren in den Human- und Sozialwissenschaften vorgestellt. In einem zweiten Schritt werden die methodo...
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#1Glen L. ShermanH-Index: 1
1. Are Higher Education's Theories of the Student on Solid Theoretical Ground? 2. Conceptions of the Student Implicit in Theories of Higher Education 3. How Philosophy Has Informed Higher Education Theory and Practice 4. The Significance of Modern Philosophy for Higher Education 5. Main Ideas in Phenomenological and Deconstructive Philosophy 6. Continental Philosophy, Narrative Theory, and the Subject in Higher Education
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#1Max van Manen (U of A: University of Alberta)H-Index: 27
Phenomenology of practice is formative of sensitive practice, issuing from the pathic power of phenomenological reflections. Pathic knowing inheres in the sense and sensuality of our practical actions, in encounters with others and in the ways that our bodies are responsive to the things of our world and to the situations and relations in which we find ourselves. Phenomenology of practice is an ethical corrective of the technological and calculative modalities of contemporary life. It finds its ...
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Erziehungswissenschaftliche Revue (EWR) 13 (2014) 5 Padagogische Teildisziplin: Allgemeine Erziehungswissenschaft; als elektronischer Volltext verfugbar
16 Citations
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#1Severin Sales R枚del (Humboldt University of Berlin)H-Index: 1
#2Malte Brinkmann (Humboldt University of Berlin)H-Index: 4
This paper introduces the methodological approach and the pedagogical-phenomenological practice of video analysis. In a first step, basic structures of phenomenological theories of experience, of embodiment as well as theories of responsivity and image will be introduced. In a second step, watching and perceiving video data is identified as a responsive and participatory experience. In a third step, the methodical ground of our research is introduced by giving an overview of epistemological and ...
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