Academic literature on the topic 'Van Manen's method'

Introduction Mothers, who often serve as primary care-givers for their offspring, play a crucial role in the development of children. Understanding the parenting experiences of mothers who are blind can be valuable and beneficial for professional educators and health care workers who wish to provide holistic and appropriate services to both mothers who are blind and their children. This study aimed to explore the experience of mother-child integration by mothers who are blind living in Iran. Methods A hermeneutic phenomenology approach was adopted to conduct the study. Congruent with this approach, Van Manen's (1990) method consisted of six interplay activities that helped the researchers in the process of the study. Semistructured in-depth interviews were performed to produce qualitative data with nine mothers who are blind. The thematic analysis introduced by Van Manen was used to isolate and extract the meaning units, subthemes, and the main theme hidden in the lived stories of the participants. Results “Close nurturers” was the overarching theme extracted from the experience of mothers who are blind, which emerged from six themes: monitoring by alternative senses, monitoring by careful calls and staying vigilant, loving by heart and imagining in mind, discovering the child's intentions, parenting anxiety, and deficits in communication. Discussion Blindness changes the mothering behaviors of women who are blind to the extent that they often adopt a close-mothering approach in caring for their children. This approach helps them to cope with their limitations and thereby decrease their level of child-related anxiety. Health professionals should consider the concept of close nurturers to better understand the behaviors of mothers who are blind. Implications for practitioners Understanding the lived experiences of mothers with blindness can generate valuable knowledge that can be used to provide appropriate health care and other support services for these women and their children.

ABSTRACT Objective: Understand the impact of critical-illness news on the experience of family members at an Intensive Care Unit. Method: Phenomenological approach according to Van Manen's method. Open interviews were held with 21 family members. From analysis and interpretation of the data, three essential themes were identified: the unexpected; the pronouncement of death; and the impact on self-caring within the family. The study complied with the ethical principles inherent to research involving humans. Results: The unexpected news and death of the sick person influence the well-being and self-care of family members, affecting their ability for analysis and decision making. It was observed that the family experiences the news with suffering, mainly due to the anticipation arising from the events. Final considerations: The humanity of nurses was revealed in response to the needs of the family. In view of the requirements for information, it was verified that the information transmitted allowed them to become aware of themselves, to become empowered in their daily lives and to alleviate the emotional burden experienced.

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 Manen’s presentation of phenomenology, and start his/her research from the phenomenological philosophy. Moreover, the paper argues that phenomenology should not be considered only as a methodological approach.

The aim of this study was to explore baccalaureate nurse educators’ experience of compassion within the context of nursing education. Van Manen’s phenomenological method was used for data analysis. Eleven nurse faculty participated in the open-ended interviews that were recorded and transcribed. Thematic analysis revealed seven essential themes and two incidental themes. This study contributes to the understandings of compassion within the context of nursing education and sheds light on the everyday experiences of nursing faculty. Implications for nurse educators are discussed.

This article discusses the author’s qualitative nursing research, which used M. van Manen’s and P. Munhall’s method of phenomenology to investigate mothers’ experience with the death of a wished-for baby. The findings from the original doctoral inquiry are discussed, along with the findings from the 5-year followup with participants from the original research. Further, this paper articulates the first use of a longitudinal perspective to phenomenology and proposes its use when looking at meanings in human experience over time. In addition, there is a discussion of the balancing of therapeutic and research imperatives and the emergence in qualitative research of a caring imperative into sensitive human phenomena.

Pedagogy can be understood as methods and practices of teaching, and/or a way of being with children. In this paper, I use critical exposition and narrative to reflect on Max van Manen’s (2012) theory of pedagogy as a relationship between adults and children. My writing is organized into alternating sections of exposition (theory) and narrative (practice) to illustrate the interplay between thinking and doing that typifies pedagogical relationships, and to demonstrate how pedagogy unfolds in the unpredictable, unexpected, unprecedented, and unique actions each of us perform in the relational events of our being with children.

The purpose of this study was to describe the experience of persons with permanent implantable cardiac devices. Purposeful sampling was by snowball method. Seven participants met the selection criteria with only three completing the data generation procedure. Interviews were guided by semistructured questions, conducted via the telephone, and electronically recorded. Van Manen’s (1990) phenomenological approach was used to analyze the data. Four thematic categories were identified: Longing and Loneliness, Dependency with Technology, a New Life, and Fear and Anticipation of Death. The experience of persons with life-sustaining cardiac devices is described as “dependency on technology is often expressed as longing and loneliness in anticipation of a new life while fearing and anticipating eventual death.” Implications are discussed and explained.

La present Tesi Doctoral es basa en la nostra experiència viscuda; és a dir, part de certes experiències que impregnen el nostre ésser i el nostre fer com a professors d'educació especial. Aquesta recerca tracta de posar en «paraules» allò que els participants han viscut com a professors responsables en la seva relació amb alumnes d'educació especial. En aquest sentit, l'objectiu d'aquest estudi ha consistit a intentar captar la naturalesa essencial de la responsabilitat pedagògica que es manifesta en les relacions dels professors amb alumnes d'educació especial, així com també desvetllar la seva importància i sentit pedagògic. En coherència amb tot l'anterior, aquesta recerca posa el seu centre al món de la vida, és a dir, al món tal com ho experimentem de forma «pre-reflexiva», i no tal com ho conceptualitzem a priori. Aquest món dels significats viscuts de forma inherent a tal fenomen resideix en les relacions i situacions que viuen diàriament els professors d'educació especial. Per dur a terme aquesta recerca s'ha assumit el mètode fenomenológico-hermenéutico des de la perspectiva de Max van Manen, qui ha formulat una síntesi metodològica original dels més riques aportacions dels corrents fenomenológica i hermenèutica d'orientació pedagògica. El seu objectiu és arribar a captar els significats essencials d'un fenomen humà-educatiu a partir de la pregunta de fons: Com és viscuda aquesta experiència? Així, de forma pràctica, ofereix descripcions profundes amb la finalitat de possibilitar l'evocació del significat essencial del fenomen estudiat. Al final del procés investigador es recopila el més substantiu en forma d'un text fenomenológico, text que té la prerrogativa de portar a la consciència reflexiva la naturalesa dels esdeveniments experimentats al món de la vida, obrint-se d'aquesta forma la possibilitat que, fins i tot, arribin a transformar-nos en el sentit profund d'una veritable Bildung, particularment gràcies al fet de treure a la llum les exigències ètiques pròpies de la manera de ser desvetllat (Van Manen, 2003). El primer apartat ofereix un marc teòric sobre els temes fonamentals relacionats amb la temàtica d'aquesta Tesi Doctoral. El primer capítol se centra en la història i en les concepcions més actuals de l'educació especial. amb el tema de la Tesi sobre educació especial. El segon se centra en la història i en les actuals concepcions del fenomen de la responsabilitat pedagògica. El tercer capítol tracta el tema central de la relació pedagògica entre els professors i els alumnes (d'educació especial). Al segon apartat, el capítol primer aborda la visió teòrica de la metodologia fenomenológica-hermenèutica. A continuació, en el capítol segon d'aquest apartat, s'analitza el procés de l'aplicació pràctica del mètode fenomenológic-hermenéutic, tal com és dut a terme en aquesta recerca. En l'última part de la nostra tesi doctoral es recullen les troballes més importants i essencials del fenomen de la responsabilitat pedagògica, tal com ha estat viscuda per destacats professors en la seva relació amb els alumnes amb discapacitat intel·lectual. Aquestes troballes s'escriuen en un format especial, anomenat Text fenomenológico. Per acabar, en l'últim capítol oferim les consideracions finals sobre el sentit i abast d'aquesta recerca.
La presente Tesis Doctoral se basa en nuestra experiencia vivida. Es decir, parte de ciertas experiencias que impregnan nuestro ser y nuestro quehacer como profesores de educación especial. Esta investigación trata de poner en «palabras» lo que los participantes han vivido como profesores responsables en su relación con alumnos de educación especial. En este sentido, el objetivo de este estudio ha consistido en intentar captar la naturaleza esencial de la responsabilidad pedagógica que se manifiesta en las relaciones de los profesores con alumnos de educación especial, así como también desvelar su importancia y sentido pedagógico. En coherencia con todo lo anterior, esta investigación pone su centro en el mundo de la vida, es decir, en el mundo tal como lo experimentamos de forma «pre-reflexiva»... y no tal como lo conceptualizamos a priori. Este mundo de los significados vividos de forma inherente a tal fenómeno reside en las relaciones y situaciones que viven a diario los profesores de educación especial Para llevar a cabo esta investigación se ha asumido el método fenomenológico-hermenéutico desde la perspectiva de Max Van Manen, quien ha formulado una síntesis metodológica original de los más ricos aportes de las corrientes fenomenológica y hermenéutica de orientación pedagógica. Su objetivo es llegar a captar los significados esenciales de un fenómeno humano-educativo a partir de la pregunta de fondo: ¿Cómo es vivida esta experiencia? Así, de forma práctica, ofrece descripciones profundas con el fin de posibilitar la evocación del significado esencial del fenómeno estudiado. Al final del proceso investigador se recopila lo más sustantivo en forma de un texto fenomenológico, texto que tiene la prerrogativa de llevar a la conciencia reflexiva la naturaleza de los eventos experimentados en el mundo de la vida, abriéndose de esta forma la posibilidad de que, incluso, lleguen a transformarnos en el sentido profundo de una verdadera Bildung, particularmente gracias al hecho de sacar a la luz las exigencias éticas propias del modo de ser desvelado (Van Manen, 2003). El primer apartado ofrece un marco teórico sobre los temas fundamentales relacionados con la temática de esta Tesis Doctoral. El primer capítulo se centra en la historia y en las concepciones más actuales de la educación especial con el tema de la Tesis sobre educación especial. El segundo se centra en la historia y en las actuales concepciones del fenómeno de la responsabilidad pedagógica. El tercer capítulo trata el tema central de la relación pedagógica entre los profesores y los alumnos (de educación especial). En el segundo apartado, el capítulo primero aborda la visión teórica de la metodología fenomenológica-hermenéutica. A continuación, en el capítulo segundo de ese apartado, se analiza el proceso de la aplicación práctica del método fenomenológico-hermenéutico, tal como es llevado a cabo en esta investigación. En la última parte de nuestra tesis doctoral se recogen los hallazgos más importantes y esenciales del fenómeno de la responsabilidad pedagógica, tal como ha sido vivida por destacados profesores en su relación con los alumnos con discapacidad intelectual. Estos hallazgos se escriben en un formato especial, llamado Texto fenomenológico. Para terminar, en el último capítulo ofrecemos las consideraciones finales sobre el sentido y alcance de esta investigación.
This doctoral PhD Thesis is based in our lived experience, that is to say, it departs from certain experiences that impregnate our being and our way of doing like teachers of students with intellectual disabilities. This investigation tries to put in «words» what the participants have lived as responsible teachers in their relation with pupils of special education. In this respect, the aim of this study has consisted of trying to catch the essential nature of the pedagogical responsability that it is pronounced in the relation with these disabled students, as well as to keep awake its importance and pedagogical sense. In coherence with what has been said preveoisly, this investigation puts its center in the world of the life; that is to say, in the world like it is experienced in a pre-reflexive way... and not as it is conceptualized a priori. This world of meaning lived on inherent form to this phenomenon resides in the relations and situations that the teachers of special education live daily. To carry out this investigation we have assumed the phenomenological-hermeneutic method from Max van Manen’s perspective, who has formulated a methodological synthesis of the richest contributions of the phenomenological and hermenutical currents with a pedagogical orientation. In this PhD Thesis, the aim is to manage to catch the essential meanings of a human-educational phenomenon from the basic question: How is this experience lived? In this way –in a practical form– this thesis offers deep descriptions in order to make possible the evocation of the essential meaning of the studied phenomenon. The final contribution of the investigating process consists of the most substantial part of this study, that is to say, of compilation of the most essential findings on the pedagogical responsability that is discovered in the most authentic teachers of special education; compiled all this by means of the phenomenological text; a text that has the prerogative of taking to the reflexive conscience the nature of events experienced on the world of the life, there being opened of his form the possibility that, even, they manage to tranform us into the deep sense of a real Bildung, and this, specially, thanks to bring to light the ethical requirements of the way to be wakefull (Van Manen, 2003). The first section offers a theorical frame on the fundamental topics of this PhD Thesis. The firt chapter concentrates in the history and the present conceptions of the special education. The second one analyzes the most essential of the phenomenon of the pedagogical responsibility. The third chapter deals with the central subject of the pedagogical relation between the teachers and students (os special education). In the second section, the fist chapter aproaches the theoretical vision of the phenomenological-hermeneutical methodology. Next, in the chapter second of this section, is analised the process of the practical application of the phenomenological-hermeneutical, as it has been carried out in this investigation. In the last part of this PhD Thesis is have been pickep up the most important and essential findings of the phenomenon of the pedagogical responsability, as it has been lived by outstanding teachers in its relation with their students with intellectual disability. These findings have been written in a special format: the phenomenological text. Finally, in the last chapter we offer some final considerations on the sense and the reach of this investigation.

Dans la perspective de faire disparaître la dichotomie existant entre la santé et la maladie, le concept « santé-dans-la-maladie » (health-within-illness) est apparu dans les écrits infirmiers pour étudier la santé chez les personnes vivant avec une maladie chronique. Or, la recherche sur ce phénomène s’est surtout centrée sur l’expérience de santé (wellness) occultant celle de la maladie (illness). À l’heure actuelle, peu d’études ont été réalisées pour comprendre la coexistence de l’expérience de santé (wellness) et celle de maladie (illness) impliquée dans la réalité quotidienne des personnes vivant avec une maladie chronique. De plus, aucune d’entre elles ne s’est adressée à une clientèle vivant avec la sclérodermie systémique. Ainsi, cette étude avait pour but de décrire et de comprendre l’expérience de la sclérodermie systémique et celle de santé-dans-la-maladie dans le contexte d’adultes vivant avec cette maladie chronique. La perspective disciplinaire de la chercheure, en l’occurrence la philosophie du caring humain de Watson (1979, 1988, 1999, 2006, 2008), a soutenu le processus de recherche. En cohérence avec cette auteure, la méthode qualitative de type phénoménologique existentielle herméneutique élaborée par van Manen (1984, 1997, 2002) a été choisie pour encadrer ce processus. La collecte des données repose principalement sur l’expérience d’adultes québécois vivant avec la sclérodermie systémique, recueillie au moyen de 34 entretiens en profondeur réalisés auprès de 17 participants (14 femmes et trois hommes). Les résultats ont permis d’identifier quatre thèmes pour décrire d’une part, l’essence de l’expérience de la sclérodermie systémique, soit : (a) la souffrance interminable d’un corps malade; (b) la dysharmonie intérieure et relationnelle du soi; (c) le processus d’accommodation et (d) l’heuristique d’accommodation. D’autre part, les deux thèmes suivants ont émergé pour exposer l’essence de l’expérience de santé-dans-la-maladie: (a) la prise de pouvoir d’un nouveau soi et (b) l’harmonie avec l’existence. Un travail de mise en relation de ces deux essences a été effectué afin de développer une conceptualisation de l’expérience de santé-dans-la-maladie dans le contexte d’adultes québécois vivant avec la sclérodermie systémique. Ainsi, elle se conçoit comme « une dialectique dans laquelle le nouveau soi mobilise son pouvoir pour vivre en harmonie avec l’existence et pour s’accommoder à la souffrance interminable, où une dysharmonie intérieure et relationnelle est vécue dans le corps malade ». Les résultats de cette étude permettent de mieux comprendre la souffrance vécue par les personnes ayant la sclérodermie systémique de même que le processus et les stratégies d’accommodation à cette souffrance. Ils mettent également en évidence les moyens utilisés pour exercer un nouveau pouvoir sur leur vie et pour vivre en harmonie dans tous les aspects de leur existence. Enfin, la dialectique de santé-dans-la-maladie proposée dans cette étude souligne le caractère dynamique, continu et subjectif du processus d’intégration impliquant les expériences indissociables de la santé (wellness) et de la maladie (illness). Cette nouvelle conceptualisation de l’expérience de santé-dans-la-maladie, pouvant contribuer au renouvellement des pratiques de soins, suggère également une manière inédite d’exister lorsque la maladie chronique survient, soit celle d’ « être ni en santé, ni malade ».
With a view towards eliminating the existing dichotomy between illness and health, the concept of health-within-illness appeared in nursing research on health in persons living with chronic disease. Presently, research on this phenomenon is mainly centred on the experience of wellness not revealing that of illness. At the same time, few studies have been aimed at understanding the coexistence of the experience of wellness and illness involved in the daily lives of persons with chronic disease. Furthermore, none have addressed a population living with systemic sclerosis. Consequently, the purpose of this study is to describe and understand the experience of systemic sclerosis as well as that of heath-within-illness in adults living with this chronic disease. The disciplinary perspective of the researcher, in this case, Watson’s human caring philosophy (1979, 1988, 2006, 2008), supported the research process. In accordance with this author, van Manen’s (1984, 1987, 2002) hermeneutic existential phenomenological method was chosen as the basis of the research process. Data was mainly collected from the experience of adult Quebeckers living with systemic sclerosis, through 34 in-depth interviews with 17 participants (14 women and three men). The results allowed the identification of four themes that describe, on the one hand, the essence of the experience of systemic sclerosis, that is: (a) endless suffering of a diseased body; (b) the inner and relational disharmony of the self; (c) the process of adjustment and (d) adjustment heuristics. On the other hand, the following two themes emerged showing the essence of the experience of health-within-illness: (a) empowerment of a new self and (b) harmony with life. The two essences were interrelated in order to develop a conceptualisation of the experience of health-within-illness in adult Quebeckers living with systemic sclerosis. Thus, it is conceived as a “dialectic in which the new self shifts his or her power to live in harmony with life and to adjust to endless suffering while being in a diseased body that experiences inner and relational disharmony.” The results of this study allow a better understanding of the suffering experienced by persons with systemic sclerosis as well as of the process and strategies conceived to adjust to this suffering. They also highlight the means used to exert a new power on their lives and live in harmony with every aspect of their existence. Finally, the dialectic of health-within-illness that emerged from this study underlines the dynamic, continuous, and subjective character of the integrative process involving the inseparable experiences of wellness and illness. This new conceptualisation of the experience of health-within-illness, that can contribute to a renewal of health care practice, also suggests a novel way of living with chronic disease, that of “being neither in health nor in illness”.

Chapter 8 focuses on student meanings of gender as found in a dance studio course titled “Embodying Pluralism.” Since 2008 the course has fulfilled Temple University’s general education requirement in race and diversity. The study is based on 348 students’ Blackboard gender discussions in seventeen sections of the course over 2008 to 2014. Prompted by a reading on gender in children’s dance, students write a 300-word response to this (or similar) question: “What messages about gender did you receive as a child…?” This prompt encourages description and memoir. In its concern with lived experience, gender, ethics and human possibility, the study aligns philosophically with feminist phenomenology. Qualitative analysis procedures were adapted from phenomenologist Max van Manen’s (2014) methods for isolating themes. As well as highlighting students’ lived experiences of gender, the study illuminates participant theories (beliefs, assumptions, critical perspectives) and hopes for the future of gender in dance and life. Research findings are presented thematically, followed by dialogue with pertinent theory and reflection. Experiential themes include dance in/and the family, dancing is for girls, shall we not dance, outside the box, and communities of practice.

We understand our lives through narratives, and the form of the narratives is appropriate for understanding the actions of others, says MacIntyre. Meanwhile, narratives and understanding of narratives also apply to understanding our self and our own actions. Through stories from the field of practice in the study program for kindergarten teachers, students describe serious and important stories from an everyday life with children. These stories have had an impact on student’s development in becoming teachers. Through reflective work with life stories from teaching students, various perspectives on life management from children aged 2–8 years are outlined. The stories are told through the students’ voices, and they are reflected over in hindsight with the subject teachers from the program. The article deals with the students’ ways of telling stories and reflecting on them retrospectively. Phenomenological hermeneutic method lay as a basis for analysis of stories as Lived Experience Descriptions (LED) in this article (van Manen). The main result is the importance of listening to and reflecting on narratives in order to understand and alter actions and become a reflective kindergarten teacher.