Valorization of reality on the basis of pedagogical phenomenologyy
DOI:
https://doi.org/10.52673/18570461.25.4-79.17Keywords:
phenomenon, pedagogical phenomenology, reality, experience, natural reality, augmented reality, lifeworld, understanding, noema, noesisAbstract
This article aims to highlight how the phenomenological approach can facilitate embodied cognitive understanding within a pedagogical context. The notion of pedagogical phenomenology is used to refer to ways of knowing reality that are less involved in traditional educational contexts and which include concretized and relational dimensions of understanding. The contribution of pedagogical phenomenology to the development of pedagogical strategies that can empower this activity of knowing is a current challenge for phenomenology. We ask ourselves what pedagogical approaches should guide concrete educational practice, in order to facilitate the understanding of “as it is”, how we can teach and communicate existential issues in ways that support "attained lived understandings”.
References
1. Giorgi, A. Difficulties encountered in the application of the phenomenological method in the social sciences, în: In-do-Pacific Journal of Phenomenology, 2008, vol. 8, nr. 1, 1-9, https://doi.org/10.1080/20797222.2008.11433956
2. Lopez, K.; Willis, D. Descriptive versus interpretive phenomenology: their contributions to nursing knowledge, în: Qualitative Health Research; 2004, vol. 14, nr. 5, 726-735, https://doi.org/10.1177/1049732304263638
3. Ferencz-Flatz, Cr. Despre istoria termenului „feno-menologie”, în: Retro. Amorse pentru o fenomenologie a trecutului. București: HUMANITAS, 2014, 222-254.
4. Wimpenny, P.; Gass, G. Interviewing in phenomeno-logy and grounded theory: is there a difference?, în: Jour-nal of Advanced Nursing, 2000, vol. 31, nr. 6, 1485-1492, https://doi.org/10.1046/j.1365-2648.2000.01431.x
5. Friesen, N. Phenomenology and Education: Re-searching Pedagogical Experience, în: Phemenology. In-ternational Encyclopedia of Education. Fourth Edition, 2023, 131-140, https://doi.org/10.1016/B978-0-12-818630-5.11015-2
6. Van Manen, M. Phenomenological pedagogy and the question of meaning, în: Donald Vandenberg (editor). Phenomenology and educational discourse. Durban: Hei-nemann Higher and Further Education, 1996, 39-64.
7. Hasserl, E. Idei privitoare la o fenomenologie pură și la o filozofie fenomenologică. Cartea întâi: Introducere generală în fenomenologia pură. București: HUMANITAS, 2011. 580 p.
8. Eddles-Hirsch, K. Phenomenology and Educational Research, în: International Journal of Advanced Researh, 2015, vol. 3, nr. 8, 251-260.
9. Moustakas, K. Phenomenological Research Methods. London, New Delhi: Sage Publication, 1994. 195 p., https://doi.org/10.4135/9781412995658
10. Oerther, S. Analises methods in hermeneutic phe-nomenological research: interpretativ profiles, în: Fron-tiers of Nursing, 2020, vol. 7, nr. 4, 283-298, https://doi.org/10.2478/fon-2020-0038
11. Brinkmann, M.; Tursting, J.; Weber-Spanknebel, M. Realities in Pedagogical and Phenomenological Context. Ex-perience, Mediality, and Optimisation in Education. Sprin-ger, 2025. 395 p., https://doi.org/10.1007/978-3-658-47518-5
12. Brinkmann, M. Phenomenological research in edu-cation. A systematic overview of German phenomenological pedagogy from the beginnings up to today, în: Encyclopai-deia. Journal of Phenomenology and Education, 2016, vol. 20, nr. 45, 96-114.
13. Brinkmann, M., Friesen, N. Phenomenology and Education. În: International Handbook of Philo-sophy of Education. Springer: 2018, 591-608, https://doi.org/10.1007/978-3-319-72761-5_46
14. Hultgren, F. The phenomenology of “doing” pheno-menology: The experience of teaching and learning toge-ther, în: Human Studies, 1995, nr. 18, 371-388, https://doi.org/10.1007/BF01318618
15. Stalz, S.A. The practice of phenomenology in edu-cational research, în: Educational Philosophy and Theory, 2023, vol. 55, nr. 7, 822-834, https://doi.org/10.1080/00131857.2022.2138745
16. Caronia, L. The phenomenological turn in educati-on. The legacy of Piero Bertolini”s theory, în: Journal of The-ories and Research in Education, 2018, vol. 13, nr. 2, 1-22.
17. Breil, P. Phenomenology in Pedagogical Settings. Overview of the current discurse on phenomenological pe-dagogy, în: Kwartalnik Pedagogiczny, 2019, vol. 254, nr. 4, 183-196, https://doi.org/10.5604/01.3001.0013.8468
18. Van Manen, M. The phenomenology of peda-gogic observation, în: The Canadian Journal for Stu-dies in Education, 1979, vol. 4, nr.1, 5-16, https://doi.org/10.2307/1494389
19. Van Manen, M. Practicing phenomenological writing, în: Phenomenology + Pedagogy, University of Alberta, 1984, vol. 2, nr. 1, 36-72, https://doi.org/10.29173/pandp14931
20. Van Manen, M. Phenomenological pedagogy, în: Curriculum Inquiry. 1982, vol. 12, nr. 3, 283-299, https://doi.org/10.1080/03626784.1982.11075844
21. Bollnow, O.F. The pedagogical atmosphere, în: Phe-nomenology and Pedagogy, 1989, vol. 6 nr. 3, https://doi.org/10.29173/pandp15111
22. Langeveld, M. Reflections on phenomenology and pedagogy, în: Phenomenology + Pedagogy, 1983, vol. 1, nr. 1, 3-5, https://doi.org/10.29173/pandp14870
23. Larsson, J.; Holmstrom, I. Phenomenographic or phenomenological analysis: does it matter? Examples from a study on anaesthesiologists’ work, în: International Journal of Qualitative Studies on Health and Wel-being, 2007, vol. 2, nr. 2, 55-64, https://doi.org/10.1080/17482620601068105
24. Merleau-Ponty, M. Phenomenology of perception. London and New York: Routledge, 2005. 542 p.
25. Galvin, K.; Borbasi, S. Evidense-Based Approaches and Practises in Phenomenology: Evidence and Pedagogy, în: The Indo-Pacific Journal of Phenomenology, 2012, vol. 12, 2-6, https://doi.org/10.2989/IPJP.2012.12.1.2.1110
