Year:

  1.  1
    Owning an Older, No-Longer-New, Used Car.Rodney Evans - 2020 - Phenomenology and Practice 15 (2):52-72.
    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”. 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 (...)
    No categories
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  2.  1
    Dilthey and Human Science: Autobiography, Hermeneutics and Pedagogy.Norm Friesen - 2020 - Phenomenology and Practice 15 (2):100-112.
    Using Maya Angelou’s I Know Why the Caged Bird Sings as an example, this paper introduces Wilhlem Dilthey’s hermeneutics and pedagogical theory. Dilthey saw biographies 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 (...)
    No categories
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  3.  1
    The Phenomenology of the Pipe Organ.Michael R. Kearney - 2020 - Phenomenology and Practice 15 (2):24-38.
    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.
    No categories
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  4. Phenomenology of the Parent-Child Goodbye on the First Day of School.Lee A. Makovichuk - 2020 - Phenomenology and Practice 15 (2).
    As a milestone in a child’s life, the first day of school is a much-anticipated event. Preparations usually begin well in advance as families shop for school supplies, visit the school, and talk about what school will be like. Regardless of the many preparations, the moment of saying goodbye on the first day of school is sometimes a lot more difficult than either the child or the parent was prepared for; it can also slip unnoticed in the busyness of arriving (...)
    No categories
    Direct download  
     
    Export citation  
     
    Bookmark  
  5.  1
    Relational Perception and ‘the Feel’ for Tools in the Wooden Boat Workshop.Tom Martin - 2020 - Phenomenology and Practice 15 (2):5-23.
    This paper presents insights into the lived experience of maritime carpentry practices, based on six months of sensory-ethnographic fieldwork as a wooden boat builder’s apprentice. In particular, the author explores the widely-reported experience of tools ‘withdrawing’ from consciousness as craftspeople master their use. Without contradicting these interpretations – many of which are constructed by way of reference to ideas from Merleau-Ponty – the author suggests further theoretical resources to examine the perceptual experience of work after tools cease to be the (...)
    No categories
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  6.  2
    Phenomenological Research is Existential.Tone Saevi - 2020 - Phenomenology and Practice 15 (2):1-4.
    No categories
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  7.  8
    Moral Complexities of Student Question-Asking in Classroom Practice.Stephen C. Yanchar & Susan P. Gong - 2020 - Phenomenology and Practice 15 (2):73-99.
    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. 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 (...)
    No categories
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  8.  4
    Being and Becoming Woke in Teacher Education.Timothy Babulski - 2020 - Phenomenology and Practice 14 (1):73-88.
    The role education plays in society has been contested in the United States since the inception of public education. Historically this contention has produced a delicate balance between promoting the social justice concerns of educating democratic citizens and the disciplinary concerns of individual intellectual development. Teacher preparation programs in American normal schools, colleges, and universities have traditionally struck a similar balance between theory and practice. In the past several decades, however, the rise of neoliberalism in American politics has shifted the (...)
    No categories
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  9.  4
    Developing Sensitive Sense and Sensible Sensibility in Pedagogical Work: Professional Development Through Reflection on Emotional Experiences.Anna-Carin Bredmar - 2020 - Phenomenology and Practice 14 (1):57-72.
    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 (...)
    No categories
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  10.  11
    Professional Ethics as Experienced by Student Teachers: A Neoliberal View.Marita Cronqvist - 2020 - Phenomenology and Practice 14 (1):89-104.
    Student teachers’ experiences of professional ethics, as lived practice, need to be visualized and verbalized to support their ability to develop an ethical practice. The aim of this article is to discuss the lived experiences of professional ethics from beginning teachers’ internship, based on a phenomenological study. Some of the essential meanings are interpreted in relation to the tension between responsibility and accountability that is emerging from neoliberal influences in teacher education. Inspired by Reflective Life World Research, interviews were conducted (...)
    No categories
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  11.  2
    Being and Becoming a Teacher in Neoliberal Times.Andrew Foran & Magnus Levinsson - 2020 - Phenomenology and Practice 14 (1):1-6.
    No categories
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  12.  3
    Pedagogy: A Teacher’s Practice.Andrew Foran, Dan Robinson, Margareth Eilifsen, Elizabeth Munro & Tess Thurber - 2020 - Phenomenology and Practice 14 (1):39-56.
    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 (...)
    No categories
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  13.  4
    Student Teachers’ Storytelling: Countering Neoliberalism in Education.Ola Henricsson - 2020 - Phenomenology and Practice 14 (1):24-38.
    Everyday teaching involves emotional and relational irrationalities, and these aspects of pedagogical sensitivity and sense are critical for beginning teachers as they develop their practice. The complex elements of what it means to teach are often impossible to grasp from an instrumental approach to teacher education, which emphasizes subject matter knowledge and practical behavioral know-how. Increased educational standardisation and a new teacher training paradigm in Sweden have resulted in positioning future teachers as responsible only for communicating official school knowledge and (...)
    No categories
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  14.  2
    Teacher Educators in Neoliberal Times: A Phenomenological Self-Study.Magnus Levinsson, Anita Norlund & Dennis Beach - 2020 - Phenomenology and Practice 14 (1):7-23.
    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 (...)
    No categories
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  15.  2
    Pedagogic Being in a Neoliberal School Market: Developing Pedagogical Tact Through Lived Experience.Ilona Rinne - 2020 - Phenomenology and Practice 14 (1):105-117.
    Exploring teaching as an upper secondary school teacher through lived experience offers pedagogical insights that have been challenged over a period of 25 years, when neoliberal educational policies gradually transformed the conditions for teaching in Swedish schools. The article is grounded in the assumption that the teaching profession is complex and there are multiple tacit dimensions inherent in being and becoming a teacher. Several of these dimensions are captured by the notion of pedagogical tact and have to be learned through (...)
    No categories
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  16.  4
    Does Gert Biesta’s Book, The Rediscovery of Teaching, Matter to Education?Tone Saevi - 2020 - Phenomenology and Practice 14 (1):130-140.
    Gert J.J. Biesta 2017 New York and London: Routledge 111 pages / 5 chapters + prologue / epilogue / index.
    No categories
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  17.  3
    Pedagogy and Neoliberalism.Trond Sandvik - 2020 - Phenomenology and Practice 14 (1):118-129.
    Reflections on an Interview with Jan Masschelein.
    No categories
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
 Previous issues
  
Next issues