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Journal articles on the topic 'Phenomenology an education'

Author: Grafiati

Published: 4 June 2021

Last updated: 17 February 2022

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1

Peters, Michael A. "Editorial: Heidegger, Phenomenology, Education." Educational Philosophy and Theory 41, no. 1 (2009): 1–6. http://dx.doi.org/10.1111/j.1469-5812.2008.00516.x.

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2

Stolz, Steven A. "Phenomenology and Physical Education." Educational Philosophy and Theory 45, no. 9 (2013): 949–62. http://dx.doi.org/10.1080/00131857.2013.785355.

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3

Kulikova, Natalya G. "Phenomenology of modern education quality." Open Education 21, no. 5 (2017): 4–13. http://dx.doi.org/10.21686/1818-4243-2017-5-4-13.

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4

Dall’Alba, Gloria. "Phenomenology and Education: An introduction." Educational Philosophy and Theory 41, no. 1 (2009): 7–9. http://dx.doi.org/10.1111/j.1469-5812.2008.00479.x.

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5

Kay, William K. "Phenomenology, Religious Education, and Piaget." Religion 27, no. 3 (1997): 275–83. http://dx.doi.org/10.1006/reli.1997.0083.

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6

Hopkins, Burt C. "Transcendental Phenomenology." Teaching Philosophy 14, no. 4 (1991): 439–43. http://dx.doi.org/10.5840/teachphil199114466.

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7

Hardy, Lee. "Understanding Phenomenology." Teaching Philosophy 16, no. 2 (1993): 175–77. http://dx.doi.org/10.5840/teachphil199316222.

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8

van Wyk, Micheal M. "Blog Phenomenology." International Journal of Web-Based Learning and Teaching Technologies 13, no. 2 (2018): 62–77. http://dx.doi.org/10.4018/ijwltt.2018040105.

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The higher education sector faces new opportunities and dilemmas such as budgetary constraints, changing student profiles, demanding quality assurance practices, efficient course delivery modes, the changing role of academics, and reliable assessment practices. At the same time, exciting opportunities are presented by Web 2.0, for example blogs, and information technology-integrated teaching and learning sites. This article explores the usefulness of blogs in supporting Postgraduate Certificate of Education and Bachelor of Education students who are learning to teach Economics in open distance

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9

Farrell, Emma. "Researching Lived Experience in Education: Misunderstood or Missed Opportunity?" International Journal of Qualitative Methods 19 (January 1, 2020): 160940692094206. http://dx.doi.org/10.1177/1609406920942066.

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Phenomenological research approaches have become increasingly popular in fields such as psychology, nursing, tourism, and health science but remain underrepresented in education research. This is surprising given that education, a discipline founded on attending to, and building upon, the knowledge and experiences of others, can only benefit from the insights and explication of human experience offered by phenomenological research. One reason for its disfavor may be the oft-intimidating philosophy that underpins, and is critical to the application of, phenomenological approaches to research. T

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10

Weis, Gregory F. "Introduction to Phenomenology." Teaching Philosophy 24, no. 2 (2001): 196–200. http://dx.doi.org/10.5840/teachphil200124229.

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11

Lamarche, Pierre. "The Phenomenology Reader." Teaching Philosophy 27, no. 2 (2004): 191–93. http://dx.doi.org/10.5840/teachphil200427227.

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12

Proudfoot, Peter R. "Phenomenology A Model for Architectural Education?" Architectural Science Review 32, no. 4 (1989): 95–100. http://dx.doi.org/10.1080/00038628.1989.9696655.

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13

Connolly, Maureen. "Phenomenology, physical education, and special populations." Human Studies 18, no. 1 (1995): 25–40. http://dx.doi.org/10.1007/bf01322838.

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14

Shaw, Robert. "The Phenomenology of Democracy." Policy Futures in Education 7, no. 3 (2009): 340–48. http://dx.doi.org/10.2304/pfie.2009.7.3.340.

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15

Kairė, Sandra. "Max van Manen’s Phenomenology of Practice: Relation with Education Sciences and Philosophy." Problemos 99 (April 21, 2021): 118–30. http://dx.doi.org/10.15388/problemos.99.9.

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This paper investigates the method of the phenomenology of practice developed by the Canadian scholar Max van Manen. The paper describes the development and the main aspects of the phenomenology of practice as well as its importance and relevance to education sciences. However, in line with the critical remarks of the philosopher Dan Zahavi, the paper argues that there are fundamental problems with the phenomenology of practice in regard to phenomenology as philosophy. It is suggested that a researcher who applies this approach in his or her research should be cautious, critically evaluate van

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16

Williamson, Diane. "Hegel’s Phenomenology of Spirit." Teaching Philosophy 28, no. 3 (2005): 290–92. http://dx.doi.org/10.5840/teachphil200528339.

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17

Ju'subaidi, Ju'subaidi, Noeng Muhadjir, and Sumarno Sumarno. "Paradigma pendidikan agama dalam masyarakat plural." Jurnal Penelitian dan Evaluasi Pendidikan 20, no. 2 (2016): 179–97. http://dx.doi.org/10.21831/pep.v20i2.7256.

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Penelitian ini bertujuan mengungkap paradigma yang mendasari pelaksanaan pendidikan agama di sekolah pluralistik, dan menghasilkan paradigma pendididikan agama yang lebih relevan dengan masyarakat Indonesia yang pluralistik. Desain penelitian ini adalah penelitian deskriptif eksploratif dengan menggunakan pendekatan kualitatif intepretif fenomenologi. Pengumpulan data dengan wawancara mendalam didukung dengan observasi dan dokumentasi. Analisis data menggunakan analisis interaktif yang meliputi reduksi data, display data dan kesimpulan. Di samping itu, juga menggunakan Interpretive Phenomenolg

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18

Suddick, Kitty Maria, Vinette Cross, Pirjo Vuoskoski, Kathleen T. Galvin, and Graham Stew. "The Work of Hermeneutic Phenomenology." International Journal of Qualitative Methods 19 (January 1, 2020): 160940692094760. http://dx.doi.org/10.1177/1609406920947600.

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This paper is an illustration of the application of a hermeneutic phenomenological study. The theory of meaning and interpretation, drawing on philosophical hermeneutics and the work of Gadamer and Heidegger, and its alignment with phenomenological thought is presented. The paper explains and aims to make visible how key concerns in relation to the fusion of horizons, hermeneutic understanding, hermeneutic circle and hermeneutic phenomenological attitude were implemented. The purpose is to provide practical guidance and illustrate a fully worked up example of hermeneutic phenomenological work

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19

Field, Stephanie C., Lara L. Lauzon, and John T. Meldrum. "A Phenomenology of Outdoor Education Leader Experiences." Journal of Experiential Education 39, no. 1 (2015): 31–44. http://dx.doi.org/10.1177/1053825915609950.

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20

Pack, Justin. "Indigenizing Education and the Phenomenology of Place." Educational Theory 69, no. 5 (2019): 603–13. http://dx.doi.org/10.1111/edth.12389.

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21

O’Grady*, Kevin. "Professor Ninian Smart, phenomenology and religious education." British Journal of Religious Education 27, no. 3 (2005): 227–37. http://dx.doi.org/10.1080/01416200500141249.

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22

Leech, Alison J. H. "Another Look at Phenomenology and Religious Education." British Journal of Religious Education 11, no. 2 (1989): 70–75. http://dx.doi.org/10.1080/0141620890110203.

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23

Derico, Sherika P. "The Use of Phenomenology in Nursing Education." Nursing Education Perspectives 38, no. 6 (2017): E7—E11. http://dx.doi.org/10.1097/01.nep.0000000000000216.

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24

Tomiło, Janusz. "Phenomenology of education. In search of the essence of education." Studia z Teorii Wychowania X, no. 2 (27) (2019): 47–65. http://dx.doi.org/10.5604/01.3001.0013.6786.

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A question about the being of the upbringing is a point of departure for dissertations passed in the article. Appealing to different positions an attempt to portray the phenomenon of the upbringing and ways of understanding him was made. Based on literature studies in the outline an evolution of views on the upbringing, ways of defining the notion and a criticism of the upbringing which happened were portrayed with summons to another above it of thought. He is a purpose of the article - by portraying the dispute about the upbringing - joining in the discourse making aware of both the complexit

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25

Conklin, Thomas A. "Phenomenology Redux: Doing Phenomenology, Becoming Phenomenological." Organization Management Journal 11, no. 2 (2014): 116–28. http://dx.doi.org/10.1080/15416518.2014.929935.

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26

Bush, Erin J., Reshmi L. Singh, and Sarah Kooienga. "Lived Experiences of a Community: Merging Interpretive Phenomenology and Community-Based Participatory Research." International Journal of Qualitative Methods 18 (January 1, 2019): 160940691987589. http://dx.doi.org/10.1177/1609406919875891.

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Community-based participatory research (CBPR) and interpretive phenomenology, when merged, can provide insight into the experiences of a homogenous community. The purpose of this manuscript is 2-fold. First, we aim to provide a conceptual view of merging methodological approaches of phenomenology and CBPR. Principles of interpretive phenomenology, the philosophical stance, and the qualitative analysis methodology, as well as how interpretive phenomenology is complementary to CBPR, are reviewed. Second, the utility, rationale, and feasibility of merging these diverse approaches are explored. Fo

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27

Glidden, Roseanne, and Peggy Morgan. "PHENOMENOLOGY, FIELDWORK AND FEEDBACK." Journal of Beliefs & Values 9, no. 1 (1988): 23–28. http://dx.doi.org/10.1080/1361767880090105.

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28

Mason, John. "Phenomenology of example construction." ZDM 43, no. 2 (2010): 195–204. http://dx.doi.org/10.1007/s11858-010-0297-y.

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29

WILLIAMS, EMMA LOUISE. "‘To Catch at and Let Go’: David Bakhurst, Phenomenology and Post-phenomenology." Journal of Philosophy of Education 52, no. 1 (2018): 87–104. http://dx.doi.org/10.1111/1467-9752.12268.

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30

Mcphail, Jean C. "Phenomenology As Philosophy and Method." Remedial and Special Education 16, no. 3 (1995): 159–65. http://dx.doi.org/10.1177/074193259501600305.

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Phenomenology is a philosophical movement that approaches the study of human beings and their culture differently from the logical positivist model used in the natural sciences and in special education. phenomenologists view the application of the logical positivist model to the study of human beings as inappropriate because the model does not address the uniqueness of human life. in this article, the theroetical assumptions and methodological orientations of phenomenology are discussed, followed by their applications to ways of doing research in special education.

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31

Heap, James L. "Ethnomethodology, Cultural Phenomenology, and Literacy Activities." Curriculum Inquiry 21, no. 1 (1991): 109. http://dx.doi.org/10.2307/1179855.

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32

Gibbs, Paul. "The phenomenology of professional practice: acurrere." Studies in Continuing Education 36, no. 2 (2013): 147–59. http://dx.doi.org/10.1080/0158037x.2013.825765.

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33

Frechette, Julie, Vasiliki Bitzas, Monique Aubry, Kelley Kilpatrick, and Mélanie Lavoie-Tremblay. "Capturing Lived Experience: Methodological Considerations for Interpretive Phenomenological Inquiry." International Journal of Qualitative Methods 19 (January 1, 2020): 160940692090725. http://dx.doi.org/10.1177/1609406920907254.

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Interpretive phenomenology presents a unique methodology for inquiring into lived experience, yet few scholarly articles provide methodological guidelines for researchers, and many studies lack coherence with the methodology’s philosophical foundations. This article contributes to filling these gaps in qualitative research by examining the following question: What are the key methodological and philosophical considerations of leading an interpretive phenomenological study? An exploration of interpretive phenomenology’s foundations, including Heideggerian philosophy and Benner’s applications in

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34

Park, In-Cheol. "Phenomenology and Education of Sensibility - On Husserl’s Philosophy." Korean Journal of Philosophy 129 (November 30, 2016): 177. http://dx.doi.org/10.18694/kjp.2016.11.129.177.

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35

Kopytov, A. D., and T. B. Cherepanova. "THE QUESTION OF THE PHENOMENOLOGY OF MODERN EDUCATION." Pedagogical Review, no. 1 (2017): 169–72. http://dx.doi.org/10.23951/2307-6127-2017-1-169-172.

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36

Hall, Elisha, Weiwen Chai, and Julie Albrecht. "Phenomenology of Classroom Teachers’ Experience with Nutrition Education." Journal of Nutrition Education and Behavior 49, no. 7 (2017): S63—S64. http://dx.doi.org/10.1016/j.jneb.2017.05.189.

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37

Ko, Young-Jun. "‘Epistemology of Education’ in Hegel's Phenomenology of Spirit." Journal of Moral Education 22, no. 2 (2011): 263. http://dx.doi.org/10.17715/jme.2011.02.22.2.263.

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38

Østergaard, Edvin, Bo Dahlin, and Aksel Hugo. "Doing phenomenology in science education: a research review." Studies in Science Education 44, no. 2 (2008): 93–121. http://dx.doi.org/10.1080/03057260802264081.

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39

Usiskin, Zalman. "Didactical Phenomenology of Mathematical Structures." Educational Studies in Mathematics 16, no. 2 (1985): 223–28. http://dx.doi.org/10.1007/bf02400941.

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40

Sweet, Bridget, and Elizabeth Cassidy Parker. "Female Vocal Identity Development: A Phenomenology." Journal of Research in Music Education 67, no. 1 (2018): 62–82. http://dx.doi.org/10.1177/0022429418809981.

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The purpose of our phenomenology was to investigate the lived experiences of emerging female vocal identity development (ages 19–35 years) and how participants’ lived experiences shaped their future as musicians and music educators. Thirty-nine participants, freshmen through graduate students, enrolled in vocal music education or vocal performance programs within two large universities in the United States completed written responses to an open set of questions that were then discussed during a corresponding in-depth interview. Our analysis revealed four themes: (a) others as powerful influenc

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41

Ana Maria Monte Coelho, FROTA. "Infância, Filosofia da Educação e Fenomenologia: Aproximações Necessárias." PHENOMENOLOGICAL STUDIES-Revista da Abordagem Gestáltica 24, no. 1 (2018): 84–90. http://dx.doi.org/10.18065/rag.2018v24n1.9.

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42

Currie, Genevieve. "Conscious Connections: Phenomenology and Decoding the Disciplines." New Directions for Teaching and Learning 2017, no. 150 (2017): 37–48. http://dx.doi.org/10.1002/tl.20236.

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43

Rocha, Samuel D. "Folk phenomenology and the offering of teaching." Journal of Curriculum and Pedagogy 13, no. 2 (2016): 121–35. http://dx.doi.org/10.1080/15505170.2016.1191390.

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44

R. Dangal, Megh, and Rupendra Joshi. "Hermeneutic Phenomenology: Essence in Educational Research." Open Journal for Studies in Philosophy 4, no. 1 (2020): 25–42. http://dx.doi.org/10.32591/coas.ojsp.0401.03025d.

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This article shows how and why hermeneutic phenomenological research can promote knowledge and understanding in research practices in education. The main focus of the article is aimed to provide rich textual descriptions of the experiencing of selected phenomena in the life world of individuals that are able to connect with the experience of all. It gives a brief overview of hermeneutic phenomenology and discuss its use in research work in education. The paper also presents on the diverse field of application, recent developments and the essence of hermeneutic phenomenological in education res

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45

Lindsay, Gail M. "Experiencing nursing education research: narrative inquiry and interpretive phenomenology." Nurse Researcher 13, no. 4 (2006): 30–47. http://dx.doi.org/10.7748/nr2006.07.13.4.30.c5988.

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46

Buckley, Philip, and Irawan Irawan. "THE SCIENTIFIC PARADIGM OF ISLAMIC EDUCATION MANAGEMENT: PHENOMENOLOGY PERSPECTIVE." Jurnal Pendidikan Islam 2, no. 1 (2016): 1. http://dx.doi.org/10.15575/jpi.v2i1.701.

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47

Pastena, Nicolina, and Giuliano Minichiello. "Neuro-phenomenology and Neuro-physiology of Learning in Education." Procedia - Social and Behavioral Sciences 174 (February 2015): 2368–73. http://dx.doi.org/10.1016/j.sbspro.2015.01.902.

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48

Van der Mescht, Hennie. "Phenomenology in Education: A Case Study in Educational Leadership." Indo-Pacific Journal of Phenomenology 4, no. 1 (2004): 1–16. http://dx.doi.org/10.1080/20797222.2004.11433887.

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49

Kupfer, Christine. "Atmosphere in Education: Tagore and the Phenomenology of Spheres." Gitanjali & Beyond 1, no. 1 (2016): 59. http://dx.doi.org/10.14297/gnb.1.1.59-81.

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<p>Rabindranath Tagore (1861-1940), Asia’s first Nobel laureate, was convinced that nothing influences children’s education and upbringing more than the ‘atmosphere’ in which they grow up. He argues that children learn many things by absorbing them unconsciously. In the experimental schools he founded in India, he shifted the focus from the teaching content to creating the conditions that help intensifying children’s connection with the world. The creative and aesthetic potentialities of ‘atmosphere’ are vital in all forms of education. Tagore’s notion of atmosphere is currently gaining

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50

Brown, Tony. "The phenomenology of the mathematics classroom." Educational Studies in Mathematics 31, no. 1-2 (1996): 115–50. http://dx.doi.org/10.1007/bf00143929.

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